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Career development resource guide and user's guide for "career choices in North Carolina"

Career development resource guide and user's guide for "career choices in North Carolina"

Career Development Resource Guide
and
User's Guide for
"Career Choices In North Carolina"
2004-2005
Youth Edition
Additional copies are available for download at www.soicc.state.nc.us/soicc/products/youth.pdfSTATE OF Post Office Box 25903
NORTH Raleigh, NC 27611
CAROLINA Bus: (919) 733-6700
Fax: (919) 733-8662
http://www.ncsoicc.org
State Occupational Information Coordinating Committee
October 2004 Dear Colleagues, Welcome to the 2004 Youth Edition of the Career Development Resource Guide and User's Guide for Career Choices in North Carolina. You can access the guide online at www.soicc.state.nc.us/soicc/products/usergde.htm and from SOICC’s CD that combines Youth and Adult Editions of the User’s Guide, a particularly useful format for professionals who work with adults as well as children. Your registration and attendance at regional Career Choices Workshops this fall will include a paper copy of the guide. When you attend a fall Career Choices in NC workshop, you will also receive several other resources. We will send copies of the Family Tool Kit that DPI and SOICC jointly developed. This resource will continue to grow as counselors, CDCs, and educators send us additional activities. The English version of Family Tool Kit can be downloaded from SOICC’s website at http://www.soicc.state.nc.us/soicc/products/toolkit.pdf. The Spanish Family Tool Kit will be available online in this same area by December 2004.
Additionally, a Spanish version of the User’s Guide is under development and includes a variety of Self-Assessment and Career Exploration activities that parallel those from the English version. By December, you will be able to go to the Products section of the SOICC website to download this resource.
To keep up to date with conference information, useful sites, and links to professional associations as well as practical and thought-provoking career development articles, go to SOICC’s home page at www.ncsoicc.org and read the Monthly News Flash. From the home page, check out SOICC’s workshop schedules, products (including a large number of online publications), services, and NC Careers. Be sure to note this fall's Career Choices in NC workshop schedule and join us for one in your region. Sincerely,
Judy Woodson Bruhn
Executive Director, NC SOICC
Barbara M. Efird
Author, User's Guide
Barbara S. Wiggins
Author, User's Guide
Community College System Department of Commerce Department of Correction
Department of Labor Department of Public Instruction Division of Aging Department of Juvenile Justice and Division of Services for the Blind Employment Security Commission Delinquency Prevention Employment and Training University of North Carolina Vocational Rehabilitation Services NC SOICC North Carolina’s Career Resource Network
38th Annual National Career Development Month
November 2004
National Career Development Week is November 15 – 19, 2004
National Career Development Day is Wednesday, November 19, 2004
Poster and Poetry Contest
Theme – “My Career: Imagine the Possibilities!”
Contest deadlines are as follows:
November 19th – Building/School Contest winners (1st, 2nd, 3rd place) should be sent to the County or District
December 6th – County or District winners (1st, 2nd, 3rd place) should be sent to the State Contest.
Please send entries to:
Judy Woodson Bruhn,
Executive Director, NC SOICC
PO Box 25903
Raleigh, NC 27611
January 21, 2005 – SOICC sends state winners to NCDA
April 15, 2005 – National results will be posted on the NCDA website
For further information about eligibility, requirements for poster and poetry please check the SOICC website: www.ncsoicc.org.
Sponsors of the North Carolina Poster and Poetry Contest: the North Carolina Career Development Association and the NC SOICC
http://www.nccounseling.org
For more information on membership and conference in each division, select branches and divisions to be connected to an affiliated organization. NC SOICC North Carolina’s Career Resource Network
NC SOICC North Carolina’s Career Resource Network
North Carolina's Career Resource Network
Career and Occupational Information
Schedule of Career Development workshops and system training
Help with self-assessment, career exploration and job search
Visit the Virtual library in CX Online
Our 2004 Products and Services Catalog
Find education, job search, labor market and other useful links
Monthly News Flash: Timely News Items about events, workshops and site updates. A special news service for career development professionals.
Printable Forms & Publications: Using the freely available Abode Reader browser plug-in, users can view and print a variety of forms and publications. Current items include product order forms and workshop schedule with others planned for near future.
http://www.ncsoicc.org/
NC SOICC North Carolina’s Career Resource Network
NATIONAL CAREER DEVELOPMENT GUIDELINES
Elementary
Middle/Junior High
High School
Adult
Self-Knowledge
Knowledge of the importance of self-concept
Knowledge of the influence of a positive self-concept
Understanding the influence of a positive self-concept
Skills to maintain positive self-concept
Skills to interact with others
Skills to interact with others
Skills to interact positively with others
Skills to maintain effective behaviors
Awareness of the of importance of growth and change
Knowledge of the importance of growth and change
Understanding the impact of growth and development
Understanding developmental changes and transitions
Awareness of the benefits of educational achievement
*Knowledge of the benefits of educational achievement to career opportunities
*Understanding the relationship between educational achievement and career planning
Skills to enter and participate in work and life-long learning
Awareness of the relationship between work and learning
*Understanding the relationship between work and learning
*Understanding the need for positive attitudes toward work and learning
Skills to locate, evaluate and interpret career information
Skills to understand and use career information
*Skills to locate, understand, and use career information
*Skills to locate, evaluate and interpret career information
*Skills to prepare to seek, obtain, maintain and change jobs
Awareness of the importance of personal responsibility and good work habits
*Knowledge of skills necessary to seek and obtain jobs
*Skills to prepare, seek, obtain, maintain and change jobs
*Understanding how societal needs and functions influence the nature and structure of work
Awareness of how work relates to the needs and functions of society
*Understanding how work relates to the needs and functions of the economy and society
*Understanding how societal needs and functions influence the nature and structure of work
Career Planning
Understanding how to make decisions
*Skills to make decisions
*Skills to make decisions
*Skills to make decisions
Awareness of the interrelationship of life roles
*Knowledge of the interrelationship of life roles
*Understanding the interrelationship of life roles
Understanding the impact of work on individual and family life
Awareness of different occupations and changing male/female roles
*Knowledge of different occupations and changing male/female roles
*Understanding the continuous changes in male/female roles
*Understanding the continuous changes in male/female roles
Awareness of the career planning process
*Understanding the process of career planning
*Skills in career planning
Skills to make career transition
i
NC SOICC ii North Carolina’s Career Resource Network
THE NATIONAL STANDARDS FOR SCHOOL
COUNSELING PROGRAMS
EXECUTIVE SUMMARY
After extensive research and review, the American Counselor Association announces the establishment of the National Standards for School Counseling Programs.
National Standards:
• help school systems identify what students will know and be able to do as a result of participating in a school counseling program;
• establish similar goals, expectations, support systems and experiences for all students; serve as an organizational tool to identify and prioritize the elements of an effective school counseling program; and
• provide an opportunity to discuss the role of counseling, programs in school to enhance student learning .
WHY SCHOOL COUNSELING PROGRAMS?
The purpose of a counseling program in a school setting is to promote and enhance the learning process. The goal of the program is to enable all students to achieve success in school and to develop into contributing members of our society. A school counseling program based upon national standards provides all of the necessary elements for students to achieve success in school. This programmatic approach helps counselors to:
• continuously assess their students needs; identify the barriers and obstacles that may be hindering student success; and
• advocate for programmatic efforts to eliminate these barriers. School success requires that students make successful transitions and acquire the attitudes, skills, and knowledge that are essential to the competitive workplace of the 21st century.
WHAT ARE THE NATIONAL STANDARDS?
The National Standards for School Counseling Programs facilitate student development in three broad areas:
Academic Development
Career Development
Personal/Social Development
The standards provide the guidance, direction and the framework for states, school systems and individual schools to develop effective school counseling programs. There are three standards for academic development, career development, and personal/social development. These nine standards are followed by a list of student competencies or desired student learning outcomes. These define the specific knowledge, attitudes and skills that students should obtain or demonstrate as a result of participating in a school counseling program. These competencies form a foundation, which can be used as a basis to develop measurable indicators of student performance.
Academic Development
The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. Academic development includes:
• acquiring skills, attitudes, and knowledge to learn effectively;
• employing strategies to achieve success in school; and
• understanding- the relationship of academics to the world of work, and to life at home and in the community.NC SOICC iii North Carolina’s Career Resource Network
Career Development
Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work. Career development includes:
• strategies to achieve future career success and job satisfaction;
• fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and
• the development of career goals by all students as a result of career awareness and experiential activities.
Personal/Social Development
Program standards for personal/social development serve as a guide for the school counseling, program to provide the foundation for personal and social growth, which contributes to academic and career success. Personal/social development includes:
• the acquisition of skills, attitudes, and knowledge which helps students to respect self and others;
• the use of effective interpersonal skills; the employment of safety and survival skills;
• understanding the obligation to be a contributing member of our society; and the ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century.
[Extracted from The National Standards for School Counseling Programs, American School Counselor Association (1997)]
THE NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS
Academic Development
Standard A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
Standard B. Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.
Standard C. Students will understand the relationship of academics to the world of work, and to life at home and in the community.
Career Development
Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Standard B. Students will employ strategies to achieve future career success and satisfaction.
Standard C. Students will understand the relationship between personal qualities, education and training, and the world of work.
Personal/Social Development
Standard A. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.
Standard B. Students will make decisions, set goals and take necessary action to achieve goals.
Standard C. Students will understand safety and survival skills.NC SOICC North Carolina’s Career Resource Network
TABLE OF CONTENTS
NC SOICC letter
National Career Development Month
North Carolina Counseling Association
SOICC Home Page
National Career Development Guidelines
i
The National Standards for School Counseling Programs
ii
LESSON PLANS
Sample Workshop Outline
1
Career Development Activity
2
Overview of Career Choices
3
Career Planning Process
4
Career Decision-Making
5
Self - Assessment and Work Values
6
Career Planning Pyramid
7
Career Awareness
8
Career Exploration – Profiles
9
Soaring to Success - Characteristics of Successful People
10
Lifestyles of the Working World
11
Career Exploration - Non-Traditional Careers
12
Non - Traditional Careers
13
Career Women
14
Entrepreneurs
15
The Cost of Working
16
Career Days
17
Pathway Fairs
18
Industry Visits
20
Career Trends and Skills
23
Tomorrow's Jobs: What's Hot?
24
Hear Ye, Hear Ye, Read All About It!
25
Career Presentations
26
Educational Options
27
Education Investment
28
Education Planning
29
Lifelong Learning
30
Networking
31
Job Seeking Skills
32
Job Search Using the Classified Want Ads
33
Job Market Research
34
Resume Development
35
Interviewing Skills
36
Intergenerational Interviews
37
Follow-Up Procedures
38
On-Line Job Search
39
Portfolio Development
40
Career Keno
41
Career Explorer
42
National Career Development Month
43
Community Connection
44
Parent Connection
45
Skills Treasure Chest
46 NC SOICC North Carolina’s Career Resource Network
Dress for Success
47
Experiential Learning
48
Career Center Brochure
49
ACTIVITES
I. Self-Assessment
Career Planning Process
I-1
Self-Assessment
I-2
Activity 1 - People, Data, Things, Ideas
I-3
Activity 2 - Career Assessment Guide
I-9
Activity 3 - The Career Key
I-19
Holland's Occupations and College Majors
I-28
Activity 4 - Lifestyle Considerations
I-31
Activity 5 - Career Planning To Do List
I-32
Activity 6 - Career Values Auction
I-33
Activity 7 - Career Planning Pyramid
I-34
Activity 8 - Career Awareness –Alphabet
I-35
Activity 9 - Family Job Tree
I-36
Activity 10 - Picture This
I-37
II. Career Exploration
Career Exploration
II-1
Activity 11 - Career Exploration
II-4
Activity 12 - Career Research
II-5
Activity 13 - Job Outlook
II-7
Occupations with the Fastest Annual Growth Rate in NC
II-8
Occupations with the Most Annual Openings in NC
II-9
Activity 14 - Non-Traditional Careers
II-10
Activity 15 - Career Women
II-11
Activity 16 - Am I an Entrepreneur?
II-12
Activity 17 - Entrepreneurs –Research
II-13
Activity 18 - Career Information Interview
II-14
Scans Skills Definitions
II-15
Activity 19 - Scans Skills
II-18
Activity 20 - Soaring to Success
II-19
Activity 21 - Skills Scavenger Hunt
II-21
Activity 22 - Research a Company
II-22
Activity 23 - Goal Setting
II-23
Myths About Career Decision Making
II-24
Activity 24 - The Seven Steps to Decision Making
II-25
Activity 25 - Decision Making Worksheet
II-26
Activity 26 - Pathways Fairs Flier
II-27
Activity 27 - Career Portfolio
II-29
Activity 28 - Portfolio Component
II-30
Activity 29 - Career Portfolio Rubric
II-32
Activity 30 - Career Center Brochure
II-33
III. Education and Training
Education and Training Choices After High School
III-1
Activity 31 - Education and Work Timeline
III-2
Activity 32 - Education Crossword
III-3
Activity 33 - Educational Options
III-5
Activity 34 - Learning Power
III-6 Activity 35 - Choosing a College
III-7
College Information 2003 – 2004
III-9
Facts Sheet for Financial Aid
III-12
College Vision Fund
III-15
Activity 36 - Sample Questions for a Military Recruiter
III-16
Activity 37 – Treasure Chest of Skills
III-17
Activity 38 – Skills Treasure Chest
III-18
Activity 39 – Experiential Learning
III-20
IV. Job Search
Job Search
IV-1
Resumes
IV-2
Developing a career objective
IV-3
Chronological Resume
IV-4
Functional Resume
IV-5
Electronic Resume
IV-6
Resume Word List
IV-7
Sample Resumes
IV-8
Resume Worksheet & Instructions
IV-13
Activity 40 - Resume Worksheet
IV-14
Resume Development Checklist
IV-15
Activity 41 - Resume Rubric
IV-16
How to Write a Cover Letter
IV-17
Activity 42 - Cover Letters
IV-18
Letter of Application for Summer Internship or Employment
IV-19
Activity 43 - Interview Practice Questions
IV-20
What Employers are Looking for in an Interview
IV-21
Activity 44 - Job Interview Checklist
IV-22
Activity 45 - Evaluation Forms
IV-23
Activity 46 - Follow-up Procedure
IV-24
References and Letters of Recommendation
IV-25
Activity 47 - Photo Recommendation
IV-26
Networking
IV-27
Activity 48 - Networking Map
IV-28
Activity 49 - Telephone Script for Networking Contact
IV-29
Activity 50 - Reading Classified Ads
IV-30
Answering Help Wanted Ads
IV-31
Activity 51 - Sample Employment Application
IV-32
Using the Internet in Your Job Search
IV-33
Job Search on the Internet
IV-34
Activity 52 - On-Line Job Search
IV-35
Job Market Research
IV-37
Activity 53 - Job Market Research
IV-39
Keeping a Job
IV-40
Activity 54 - Sample Monthly Budget
IV-41
Negotiation Skills
IV-42
Activity 55 - Career Keno
IV-43
Career Keno
IV-44
Activity 56 - Tri-Fold Brochure
IV-45
Activity 57 - Presentation Rubric
IV-48
Dress for Success – Interview Attire
IV-49
Activity 58 – Interview Attire Rubric
IV-50
Activity 59 – Dress for Success – Interview Attire
IV-51
Work Based Learning
IV-52
NC SOICC North Carolina’s Career Resource Network
ADDITIONAL RESOURCES
V. Resources: Internet and Publishers
Career and Job Information Sources on the Internet
V-2
Additional Resources – Publications
V-5
Additional Resources – Publishers
V-10
VI. Special Audiences
Career Planning with Special Program Students
VI-1
Activity 60 - Special Programs Career Plan of Action
VI-2
Career Development Checklist
VI-3
Relevant Assessment Questions for Career Development
VI-4
Lesson Plan - Special Programs Transition Planning Timeline
VI-5
Questions Parents Can Ask During the Transition Planning Process
VI-8
Assessment for Parents
VI-9
Special Needs Sites
VI-13
North Carolina Assistive Technology Program
VI-14
VII. Parents as Partners in Career Planning
Using Career Choices with Parents
VII-1
Development Traits
VII-3
Parent Survey for Career Development and Work-Based Learning
VII-4
Fliers for Parent
VII-5
NC SOICC North Carolina’s Career Resource Network
Lesson Plans
The following Lesson Plans focus on career development competencies in all areas: self-knowledge and career planning, occupational and education exploration, job search. A staff development Sample Workshop Outline and Activity Sheet is also included (p. 1 & 2) for teacher-counselor teams interested in developing additional subject-specific classroom lesson plans.NC SOICC 1 North Carolina’s Career Resource Network
SAMPLE WORKSHOP OUTLINE
Title: Career Development Workshop
Time: One to three six hour days (hours beyond six are for writing and critiquing activities)
Materials: Copies of the National Career Development Guidelines for each participant.
Competencies from the NC Programs of Study for the grade levels involved.
Goals for NC Counseling programs.
Paper, pens and pencils.
Chart paper and markers.
Activity sheets
Evaluation sheets (if appropriate)
Credit sheets (if appropriate)
I. An overview of the career planning process
A. The significance of the National Career Development Guidelines
B. The Goals for NC Counseling programs
C. The National Standards for School Counseling Programs.
II. What are you already doing in your school?
A. Brainstorm a list of school activities (i.e. character education)
B. Have members of the group share with others those things on their list.
C. Ask how each one could be linked to career awareness.
D. Have groups locate examples from the standard course of study (Programs of Study) of things that are career-related.
E. Have members of the group match these examples with competencies and indicators from the National Career Development Guidelines.
III. In groups of two, prepare a sample career development activity. Exchange activity with another group. Each group should see if they have enough information to teach the activity, or if not, list what they still need. Answer any general questions.
IV. Have each participant write an individual activity from one of the core curriculum areas. Exchange the completed activity with another participant. Critique the activity. Share that with the author of the activity. Answer any general questions.
V. Continue writing and critiquing activities until each participant has written four or five from different curriculum areas.
A. Be sure to include healthful living and the arts.
B. Be sure that special needs students have been included.
VI. Someone should be responsible for editing, duplicating and distributing the activities. CAREER DEVELOPMENT ACTIVITY
TITLE:
SUBJECTAREA(S):
GRADELEVEL(S):
CAREER DEVELOPMENT COMPETENCY:
CAREER DEVELOPMENT PERFORMANCE INDICATOR:
ACADEMIC OBJECTIVE:
ACTIVITY:
LEARNER OUTCOME:
RESOURCES:
TIME REQUIRED:
NC SOICC 2 North Carolina’s Career Resource Network
LESSON PLAN: Overview of Career Choices
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6. Gain skills to locate, understand and use career information.
12. Gain skills in career planning.
FOCUS AND REVIEW
• Presentation of Career Choices to demonstrate to students:
- availability of career information at their school
- connection between their education and their career goals
- how occupations can be organized or classified for easier retrieval of information.
2. STATEMENT OF OBJECTIVES
• Student will understand the relationship between education and work.
• Student will learn how to locate, evaluate and interpret career information.
• Student will learn methods of classifying occupations.
3. TEACHER INPUT
• Ask the students, collectively in groups or the classroom as a whole, to list occupations that they know. Try to get at least 25-30 different careers written for all students to see.
• Define career clusters as an organizational system of classifying careers. Discuss how clustering can aid in doing career research. Return to the list of careers and discuss different ways they can be clustered.
• Instruct the class to find a career cluster from Career Briefs that is of interest to them.
4. GUIDED PRACTICE
• Discuss and clarify the headings on the Career Briefs (occupation, work description, education suggested, job outlook, etc.)
• Discuss the stated education requirements for various occupations.
5. INDEPENDENT PRACTICE
• Assign an appropriate research project. Activity 2, Career Assessment Guide can be completed using information in Career Choices only. Activity 3, The Career Key requires using information in Career Choices and other additional resources.
6. CLOSURE
• Inform students where in your school further career information is located. Inform students the role of technology and the Internet in career information and encourage them to locate information to share at a later class time.
NC SOICC 3 North Carolina’s Career Resource Network
LESSON PLAN: Career Planning Process
ARTICLES: Career Planning, Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand relationship between educational achievement and career planning.
12. Understand career planning process; gain skills in career planning.
1. FOCUS AND REVIEW
• Presentation of the Career Planning Process to demonstrate to students:
-the process or method that they will utilize throughout their lives to reach their career goals.
-the importance of starting with self assessment.
-a method of assessing their interests, abilities, personality and values.
2. STATEMENT OF OBJECTIVES
• Student will understand the career planning process.
• Student will learn how to assess their interests, abilities, personality and values.
• Student will learn methods of self-assessment and how it relates to their career choices.
3. TEACHER INPUT
• Define the career planning steps as described in Career Choices.
• Review components of self-assessment. Explain the Holland Code and the concepts of working with people, data, things or ideas in relation to self and career exploration.
4. GUIDED PRACTICE
• Students should review the self-assessment pages. Ask the students which areas are most appropriate for them.
• Use Activity 3, The Career Key, to explain Holland's Personality and occupational themes.
• Discuss the concepts of working with people, data, things, or ideas in relation to self and career exploration.
5. INDEPENDENT PRACTICE
• Select another self-assessment activity from the User's Guide, for example: Activity 1, People, Data, Things and Ideas or Activity 2, Career Assessment Guide which uses career clusters from the Guide for Occupational Exploration.
6. CLOSURE
• Inform students how to bridge from self-assessment to career exploration in the Career Briefs by using the symbols for People, Data, Things or Ideas; the career clusters, and/or the Holland Codes. Use the summary sheet for each activity and file in student portfolios.
Technology Connection: NC Careers www.nccareers.org has the Career Key as an assessment and will also provide career matches. NC Career Explorer has an assessment that connects with career information.
NC SOICC 4 North Carolina’s Career Resource Network
LESSON PLAN: Career Decision-Making
ARTICLES: Career Planning and Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
9. Understand how to make decisions and choose alternatives related to tentative educational and career goals.
1. FOCUS AND REVIEW
• Present concepts of decision-making:
- a necessary skill to be developed before leaving high school.
- different decision making styles are unique to individuals.
- career decision-making is similar to other decisions people make throughout their day.
2. STATEMENT OF OBJECTIVES
• Student will identify the seven steps to decision-making.
• Student will apply the model to an everyday decision and a career decision.
3. TEACHER INPUT
• Plan an activity which requires the class to set goals. Re-visit the goal during various times in the quarter or semester to determine if the goal is still important to the class and if appropriate time is being dedicated to its completion.
• Set short-term goals for the class to have them experience the goal setting process.
4. GUIDED PRACTICE
• Discuss Myths About Career Decision-Making (II-24). Have each student learn the seven steps to decision making as it applies to all ordinary everyday events and how it applies to a career decision.
• Review Activity 24, Seven Steps to Decision-Making.
5. INDEPENDENT PRACTICE
• Activity 25, Decision Making Worksheet.
6. CLOSURE
• Some students have difficulty making decisions. Encourage these students to discuss these issues with school counselors for further assistance. Often poor decision-making is more than the lack of a model to follow and can be warning of poor self-esteem. Many students require lots of assistance with college and career decisions and others are able to move quickly through the process. Keep this lesson positive with information on how to seek further assistance at your school.
NC SOICC 5 North Carolina’s Career Resource Network
LESSON PLAN: Self-Assessment and Work Values
ARTICLE: Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
1.1 Identify and appreciate personal characteristics
10.2 Describe factors that determine lifestyles
1. FOCUS AND REVIEW
• Interactive discussion (Q & A) to help the students understand connections between their current life and their future life:
How many hours per day do the students spend in school?
Do they like what they are doing?
How many hours do they think they will work per day?
(During their working lives, most students will work 40-60 hours per week for 30+ years.)
Will they choose the type of work they do based on what they like to do?
2. STATEMENT OF OBJECTIVES
�� Students will brainstorm work values.
• Students will identify characteristics of the workplace that are important to them.
3. TEACHER INPUT
• Review the Self Assessment Section of Career Choices and discuss the definition of work values.
• Identify work values such as income, work setting (inside, outside, office, home, etc.), hours and days working, structured vs. non-structured environment, working with one's hands, relocation and travel, helping others, working alone, leadership, growth, etc.
4. GUIDED PRACTICE
• Form small groups of three to four students. Have students brainstorm and record a list of reasons for working or selecting a particular career.
• Record on the chalkboard all items identified by each group. You may want to do this in a round robin fashion so all groups have opportunity to participate.
5. INDEPENDENT PRACTICE
• Distribute Activity 6, Career Values Auction and ask students to complete.
• Each student may verbally share their highest bid or encourage students to place their name next to their highest value on the chalkboard.
6. CLOSURE
• Review assessment factors and work values and summarize the student choices.
Technology Connection: Using NC Careers http://www.nccareers.org/ or NC Career Explorer, students may learn more about work values and characteristics of a career of their choice.
NC SOICC 6 North Carolina’s Career Resource Network
LESSON PLAN: Career Planning Pyramid
ARTICLE: Career Planning, Work-Based Learning and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4.3 Describe how skills developed in academic and vocational programs relate to career goals.
9.4 Identify appropriate choices during high school that will lead to marketable skills for entry-level employment or advanced training.
1. FOCUS AND REVIEW
• Discuss the personal examples of others pertaining to career development. Include information relating to high school experiences and after, which show the importance of education, planning and work-based learning.
• Students may complete one of the self-assessment units before this lesson.
• A review of SCANS skills found in the User's Guide should occur.
2. STATEMENT OF OBJECTIVES
• Students will use the career planning process.
• Students will identify strategies for career exploration and training during the next five years.
3. TEACHER INPUT
• Review Career Briefs with the students.
• Discuss the Career Planning and Work Based articles and processes.
4. GUIDED PRACTICE
• Students select a career of their choice from the "Career Briefs."
• Complete Activity 19, SCANS Skills.
5. INDEPENDENT PRACTICE
• Assign Activity 21, Skills Scavenger Hunt, so students can learn more about the importance of skills development in the workplace.
• The use of Activity 23, Goal Setting, will help students create a plan for the next five years.
• Students are to complete Activity 7, Career Plan Pyramid.
6. CLOSURE
• Students may share their Action Plans from Activity 7, Career Plan Pyramid. Discuss who they should share this information with; friends, parents, guidance counselors, etc.
Technology Connection: The Internet has several sites for exploration of the career planning process. Refer to the Resources section of the User's Guide.
NC SOICC 7 North Carolina’s Career Resource Network
LESSON PLAN: Career Awareness
ARTICLE: Self-Assessment and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
1.1 Identify and appreciate personal interests, abilities and skills.
7.7 Demonstrate skills to assess occupational opportunities.
1. FOCUS AND REVIEW
• Students will have opportunity to review assessment options and explore career options.
2. STATEMENT OF OBJECTIVES
• Students will identify personal interests, abilities and skills.
• Students will list a variety of career options.
3. TEACHER INPUT
• Review the Assessment section of the tabloid to help students become familiar with information about various self-assessment tools.
• Select a self-assessment tool to use with the students, such as Activity 1, People, Data, Things, Ideas or Activity 3, The Career Key found in the Assessment Section of this guide.
4. GUIDED PRACTICE
• Students complete the assessment tool selected.
5. INDEPENDENT PRACTICE
• Students complete Activity 8, Career Alphabet.
6. CLOSURE
• Review the careers identified by the students and the ones that are of particular interest to individuals. Discuss the connections between their individual career interests and responsibilities and activities related to various careers.
• Pages could be posted or a bulletin board developed to illustrate various careers and highlight students' interests.
Technology Connection: NC Career Explorer's Daily News would provide a variety of new careers to add to the Alphabet. Using the Internet, students could locate careers to complete their Career Alphabet. An extension of the activity would be to research careers the students are not familiar with through use of the Internet.
NC SOICC 8 North Carolina’s Career Resource Network
LESSON PLAN: Career Exploration - Profiles
ARTICLE: Career Profiles and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
6.6 Identify individuals in selected occupations as possible information resources, role models or mentors.
6.1 Describe the educational requirements of various occupations.
1. FOCUS AND REVIEW
• Learning about careers through those involved in them helps students to understand the expectations of the job and to better plan their career path.
2. STATEMENT OF OBJECTIVES
• Students will learn about factors influencing career choices.
• Students will identify a career cluster of interest.
• Students will identify educational expectations for a career of choice.
3. TEACHER INPUT
• Review the Career Briefs section of the tabloid to help students become familiar with career options.
• Review Career Profiles provided in the tabloid. Additional career profiles may be secured from magazines or the Internet.
• Hand out Activity 18, Career Informational Interview, or refer to questions in Career Choices.
4. GUIDED PRACTICE
• Students select one of the Career Clusters from the Career Briefs section. Students should sit in groups according to clusters to encourage sharing of information.
5. INDEPENDENT PRACTICE
• Students select and read one of the Career Profiles. Complete the Career Questions. Review the findings with their group and class.
• Each group identifies a career representative that they would like to have participate in Career Days.
6. CLOSURE
• Review factors that impact career choices.
Technology Connection: Using the Internet (NC Career Explorer is a useful site), complete chats with professionals in the field.
NC SOICC 9 North Carolina’s Career Resource Network
LESSON PLAN: Soaring to Success – Characteristics of Successful People
ARTICLES: Career Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the impact of growth and development.
1. FOCUS AND REVIEW
• Review Career Profiles to be able to assist students in gathering information.
• Become familiar with Activity 20, Soaring to Success and Activity 19, SCANS Skills.
2. STATEMENT OF OBJECTIVES
• Students will consider characteristics for success in the workplace.
• Students will assess their own development of success characteristics.
• Students will review Career Profiles to gather information about characteristics considered important to success in the workplace.
3. TEACHER INPUT
• Discuss characteristics of successful people.
• Review Activity 19, SCANS Skills.
4. GUIDED PRACTICE
• Discuss examples of successful people.
• Using the Career Profiles, review one of the interviews as a class and identify characteristics of successful people.
5. INDEPENDENT PRACTICE
• Complete Activity 19, SCANS Skills.
• Students complete Activity 20, Soaring to Success.
• Students select a Career Profile and identify characteristics of success.
6. CLOSURE
• Students share with the class their reflections on the characteristics of the profile they selected and a characteristic of success that they possess.
• Hang or display the planes in the room.
Technology Connection: Using the questions from Activity 20, Soaring to Success complete an on-line interview with career professionals to determine what they consider important to career success.
Special Programs Adaptations: Ask career professionals to visit the classroom to highlight their view of career success in careers of interest to the students.
NC SOICC 10 North Carolina’s Career Resource Network
LESSON PLAN: Lifestyles of the Working World
ARTICLES: Career Planning, Self-Assessment, The Cost of Working
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
8. Understanding how societal needs and functions influence the nature and structure of work.
10. Understand the interrelationship of life roles.
1. FOCUS AND REVIEW
• Review the Career Planning Process and Self Assessment sections in the User’s Guide and Career Choices. Review The Cost of Working in Career Choices.
2. STATEMENT OF OBJECTIVES
• Students will consider lifestyle choices.
• Students will compare lifestyle options as determined by career choices.
3. TEACHER INPUT
• Define lifestyle.
• Review the Career Planning Process, Self-Assessment and Cost of Working sections with the students.
4. GUIDED PRACTICE
• Students should brainstorm lifestyle factors in small groups. Create a list for the whole class to view using a chalkboard, posters or the computer.
• Discuss lifestyles of various people they know or have heard about. Let the students introduce those they would like to discuss, such as Michael Jordan, the president of the United States, Bill Gates with Microsoft, etc. Encourage students to consider the lifestyles of people in their community, including parents and grandparents.
• Discuss cost of living as reflected in The Cost of Working section.
5. INDEPENDENT PRACTICE
• Complete Activity 4, Lifestyle Considerations. Students could prepare posters showing their lifestyle preferences.
• Students should select a career from Career Briefs and prepare to discuss the lifestyle provided through that career. This may include selection of housing options and completion of a budget.
6. CLOSURE
• Contrast the different lifestyles selected by the students to those discussed earlier. Have students discuss ways to achieve their desired lifestyles.
Technology Connection: NC Careers www.nccareers.org has information which could be used with this lesson. NC Career Explorer has an assessment that can be completed, careers selected and lifestyles considered based on that information. Students could send e-mail questions in reference to lifestyle.
NC SOICC 11 North Carolina’s Career Resource Network
LESSON PLAN: Career Exploration - Non-Traditional Careers
ARTICLE: Non-Traditional Careers (located in the User's Guide) and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
11.1 Identify factors that have influenced the changing career paths of women and men.
11.3 Demonstrate attitudes, behaviors and skills that contribute to eliminating gender bias and stereotyping.
1. FOCUS AND REVIEW
• Discussion with a review of stereotypical male/female jobs thirty years ago, when most mothers stayed home. How is life different today? How are job opportunities different?
2. STATEMENT OF OBJECTIVES
• Students will explore differences in attitudes toward work between women and men.
3. TEACHER INPUT
• Review Career Briefs with the students.
4. GUIDED PRACTICE
• Using the Career Briefs as a resource, students should list jobs that they perceive as being predominately male or female. List ten of each.
• Discuss the differences in the two lists. Are there differences in salary, where they work, the type of work they do, education required, status?
5. INDEPENDENT PRACTICE
• Review Activity 14, Non-Traditional Careers.
• Students may write an article illustrating their selection of a non-traditional career and support for their position.
• Activity 18, Career Information Interview, could be used to gather information related to non-traditional careers. Encourage students to add questions to the interview to learn more about the rewards and challenges of non-traditional careers.
6. CLOSURE
• Ask students to share their thoughts from their articles and interviews.
Note: Students may wish to invite professionals working in non-traditional careers to speak to the class. To further help students understand the rewards and challenges, they may be encouraged to job shadow at the work site.
Technology Connection: Articles could be written using a word processing program. The article could be written in conjunction with an English teacher, utilizing a writing style identified in their curriculum. The Internet could be used to explore non-traditional careers.
NC SOICC 12 North Carolina’s Career Resource Network
LESSON PLAN: Non-Traditional Careers
ARTICLES: Non-Traditional Careers, The Cost of Working, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the continuous changes in male/female roles.
1. FOCUS AND REVIEW
• Define non-traditional careers.
• Divide the students into groups. Each group should create two lists:
• Non-traditional careers for women.
• Non-traditional careers for men.
• Discuss factors that may have impacted their choices.
2. STATEMENT OF OBJECTIVES
• Students will access career development resources.
• Students will use labor market information.
• Students will consider non-traditional career opportunities.
3. TEACHER INPUT
• Review Cost of Working article from Career Choices with students.
• Review Career Briefs.
• Highlight Non-Traditional Profiles.
4. GUIDED PRACTICE
• Select an example of a non-traditional career for a male and a female. Create a chart on the blackboard identifying the education and salary level for each.
5. INDEPENDENT PRACTICE
• Each group is to create a chart and answer the following questions:
• How do the educational requirements differ between non-traditional careers for men and women?
• How do the salary levels differ between non-traditional careers for men and women?
• Which non-traditional career would each member of the group consider interesting?
6. CLOSURE
• Each group should report their findings.
Technology Connection: Visit Women's History websites: (examples are listed in the following Lesson Plan: Career Women.) The students could create spreadsheets or charts to reflect their findings.
NC SOICC 13 North Carolina’s Career Resource Network
LESSON PLAN: Career Women
ARTICLES: Non-Traditional Careers
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the continuous changes in male/female roles.
1. FOCUS AND REVIEW
• Define non-traditional careers.
• Create a list of famous career women on the blackboard using a brainstorming format.
• Review concepts of the lesson.
2. STATEMENT OF OBJECTIVES
• Students will identify career women in history.
• Students will define non-traditional careers.
• Students will complete a research project about career women.
3. TEACHER INPUT
• Review Activity 14, Non-Traditional Careers.
• Gather and review information from these or other women's history websites:
Distinguished Women of Past and Present (www.distinguishedwomen.com)
Women’s History (womenshistory.about.com)
National Women’s History Project (www.nwhp.org)
National Museum of Women’s History (www.nmwh.org)
• Review expectations of the research paper.
4. GUIDED PRACTICE
• Discuss one of the career women from Activity 15, Career Women.
• Identify resources used to gather information about this Career Woman.
• Visit the Media Center Coordinator to review research processes.
5. INDEPENDENT PRACTICE
• Complete Activity 15, Career Women.
6. CLOSURE
• Each student provides a synopsis of their research to the class.
Technology Connections: This information could be inserted into a tri-fold pamphlet format or a PowerPoint or HyperStudio presentation. Students could complete their research on-line.
NC SOICC 14 North Carolina’s Career Resource Network
LESSON PLAN: Entrepreneurs
ARTICLES: Entrepreneurs, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Define entrepreneur.
• Review Career Choices articles.
2. STATEMENT OF OBJECTIVES
• Students will define entrepreneur.
• Students will identify entrepreneurs.
• Students will complete research about entrepreneurs.
3. TEACHER INPUT
• Review Activity 16, Am I an Entrepreneur and Activity 17, Entrepreneur – Research.
4. GUIDED PRACTICE
• Discuss one of the entrepreneurs from Activity 17, Entrepreneur – Research.
• Identify the resources used to gather information about this entrepreneur.
• Ask the Media Center Coordinator to review research processes.
5. INDEPENDENT PRACTICE
• Complete Activity 16, Am I an Entrepreneur and Activity 17, Entrepreneur – Research.
6. CLOSURE
• Each student provides a synopsis of their research to the class.
Technology Connection: This information could be inserted into a tri-fold pamphlet format or PowerPoint or HyperStudio presentation. Students could complete their research on-line.
NC SOICC 15 North Carolina’s Career Resource Network
LESSON PLAN: The Cost of Working
ARTICLE: Cost of Working and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to make decisions
1. FOCUS AND REVIEW
• Interactive discussion about cost of working. Ask students about the living costs that they currently have. What kind of car do they/would they like to drive? Where do they like to vacation? Where would they like to live? Reflect current costs.
2. STATEMENT OF OBJECTIVES
• Students will identify a career and corresponding salary.
• Students will complete a budget.
• Students will compare dollars spent according to income.
3. TEACHER INPUT
• Review Career Briefs with the students to prepare them to select a career to explore
• Review the article, "Cost of Working”
4. GUIDED PRACTICE
• Guide students through the selection of an appropriate career.
• Go over Activity 54, Sample Monthly Budget.
5. INDEPENDENT PRACTICE
• Students should calculate the monthly income from the career they have selected.
• Students should complete Activity 50, Sample Monthly Budget.
• Using a newspaper, have student's "shop" for items that fit into their budgets.
6. CLOSURE
• Review the student findings, helping them to recognize that lifestyles are impacted by our career choices.
Technology Connection: Using spreadsheets, have students compare their salaries and budgets. Using the Internet, shop for items that fit within their budgets.
NC SOICC 16 North Carolina’s Career Resource Network
LESSON PLAN: Career Days
ARTICLE: Cost of Working and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6.6 Identify individuals in selected occupations as possible information resources, role models or mentors.
8.1 Describe the effect of work on lifestyles.
10.6 Describe different career patterns and their potential effect on family patterns and lifestyle.
A Career Day may be set up in a number of scenarios:
1. Organize a day that provides speakers to represent student interests through a survey of your students and provide opportunity for students to rotate through the speakers.
2. Connect speakers to subject matter, such as math or science, and partner with subject matter teachers to invite speakers to their classes.
3. Use Career Pathways to determine guest speakers.
4. Set up a Career Fair where students tour career tables and informally interview the professionals.
5. Using the Career Cluster groups from the Career Profile lesson, select representative speakers.
1. FOCUS AND REVIEW
• Learning about careers through those involved in them helps students to understand the expectations of the job and to better plan their career path.
2. STATEMENT OF OBJECTIVES
• Students will learn about factors influencing career choices and lifestyles.
• Students will interact with professionals from the working world.
3. TEACHER INPUT
• Review Career Briefs sections of the tabloid to help students become familiar with information needed from professionals to learn about career expectations, impact on lifestyles and family patterns.
• The class should select which career professionals will be invited to participate in the Career Day based on suggestions for the career cluster groupings. During a 50+ minute class, several speakers could participate in ten- minutes presentations.
• Introduce the career speakers.
4. GUIDED PRACTICE
• Review the section featuring Cost of Working and reflect on factors that impact lifestyles.
• Students create questions to ask the career speakers. Refer to Activity 18, Career Informational Interview.
5. INDEPENDENT PRACTICE
• Students listen to the speakers and complete their questionnaire.
6. CLOSURE
• Draw conclusions with regard to similarities and differences in career expectation and impact on lifestyle and family patterns.
Technology Connection: Students could use a word processing program to create their Career Day questions, create letters of invitation for the Career Day participants, or develop thank you letters.
NC SOICC 17 North Carolina’s Career Resource Network
LESSON PLAN: Pathway Fairs
A series on one day or half-day fairs can focus on the North Carolina graduation requirements and career pathways. There are eleven state-identified technical pathways: Agricultural and Natural Resources Technologies; Arts and Sciences; Biological and Chemical Technologies; Business Technologies; Commercial and Artistic Production Technologies; Construction Technologies; Engineering Technologies; Health Sciences; Public Service Technologies; and Transport Systems Technologies.
ARTICLES: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the relationship between educational achievement and career planning.
1. FOCUS AND REVIEW
• Identify all careers of interest within career pathways, using NC Careers on-line.
• Review selected occupations; use NC Careers and/or Career Briefs to identify employing industries for each occupation.
• Identify and locate employing industries in your region, using the internet and/or Parent Survey, to identify contacts and participants for the career fairs.
2. STATEMENT OF OBJECTIVES
• Students will consider North Carolina Career Pathways of interest and identify elective courses available at school.
• Students will identify careers in each pathway.
• Students will identify primary employers for occupations of interest.
• Students will interact with professionals.
3. TEACHER INPUT
• Review North Carolina Career Pathways and Graduation Requirements.
• Review resources: NC Careers on-line to identify occupations by pathway, NC Careers and Career Briefs (tabloid) to identify employing industry types for selected occupations, and ESC web site, Parent Survey and/or other sources to identify local employing industries.
• Select and invite appropriate industries to participate in the fairs.
4. GUIDED PRACTICE
• On NC Careers web site (www.nccareers.org) demonstrate search routine for careers by Career Pathways (Occupations tab); student selects pathway and all related careers of interest.
• Review NC Careers and Career Briefs to identify employing industry types for occupations of interest.
• Locate employing industries in your area, using resources such as the Parent Survey (Sample, in Parent Section) and/or ESC web site (www.ncesc.com) – at ESC home page, go to “Individual Services” and search on Employer Listings.
• Review Parent Survey (in Parent section of this Guide), if used.
• Discuss Activity 26, Pathways Fairs Fliers.
• Review Activity 21, Skills Scavenger Hunt.
• Set up the Pathways Fairs.
NC SOICC 18 North Carolina’s Career Resource Network
5. INDEPENDENT PRACTICE
• Students complete Activity 26, Pathways Fliers. The fliers may be given to teachers to encourage class participation, posted to advertise the events, given to business participants and/or distributed to students during the fairs.
• Students interact with Pathways Fair professionals and course representatives.
• Students complete Skills Scavenger Hunt.
6. CLOSURE
• Report findings about career pathways and professionals.
NC SOICC 19 North Carolina’s Career Resource Network
LESSON PLAN: Industry Visits
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate and interpret career information.
Skills to prepare, seek, obtain and maintain jobs.
1. FOCUS AND REVIEW
• Work-based learning offers the opportunity for students and teachers to increase their understanding of careers and the work place and to enhance the curriculum. Industry visits may take the form of field trips, job shadowing, internships, or other options.
2. STATEMENT OF OBJECTIVES
• Students will identify industries in the region.
• Students will observe career professionals in the workplace.
• Students will gather information about career expectations.
3. TEACHER INPUT
• Assist students in researching an industry and identifying careers within the industry. (Tips on following page, “Preparing for Industry Visits”).
• Review information about the industry.
• Identify connections to the curriculum.
• Review visitation processes.
4. GUIDED PRACTICE
• Have students research local industries and research careers within the industry you are going to visit.
• Using the Career Choices tabloid and/or NC Careers (www.nccareers.org), identify information about careers in the industry.
• Review Activity 19, SCANS Skills and Activity 21, Skills Scavenger Hunt.
• Review Activity 22, Research a Company.
• Review Activity 18, Career Information Interview.
5. INDEPENDENT PRACTICE
• Before visiting the industry, students complete Activity 22, Research a Company.
• During the industry visit, students complete Activity 21, Skills Scavenger Hunt.
• Students complete Activity 18, Career Information Interview.
6. CLOSURE
• Review Activity sheets.
• Students develop thank you letters.
Technology: Use the Internet, including NC Careers (www.nccareers.org), to learn more about the industries and do research about careers before the visit. Use a word processing program to complete thank you letters.
Special Programs Students: Visit with the Human Resources Department to determine the types of jobs that might be available for students with special needs. Review job descriptions to determine job expectations.
NC SOICC 20 North Carolina’s Career Resource Network
PREPARING FOR INDUSTRY VISITS
The following tips are based on the experience of school CDCs and may be of assistance:
How do I determine appropriate industries to visit?
• Identify students’ interests from completed career assessment(s).
• Identify curriculum to determine what you would like students to learn.
• Identify occupations available in local industries to determine where a visit would match with students’ interests and class curriculum.
How do I locate industries willing to host my students?
• Distribute Parent Survey for Career Development (in Parent section of this Guide). This survey will identify parents who work in local industries and may be willing to host your students.
• Identify potential industries in the Yellow Pages of the phone book and contact their Human Resources Department.
• Get a list of employers in your area from the ESC web site (www.ncesc.com) or contact the SOICC Office. From ESC’s opening screen, select “Individual Services” and search on Employer Listings.
• Contact the Chamber of Commerce and inquire about student-friendly industries.
• Consider who you know that might work in an industry and provide a contact.
• Ask community college teachers for industry contacts, or to provide a tour of their institution.
• Review the Career Briefs in the Career Choices tabloid and/or NC Careers (www.nccareers.org) and identify the primary employing industries, by occupation.
• Participate in tours offered by industry during Open Houses for the community.
Arrangements and questions to consider with industry contact when setting up an industry visit:
• Communicate clearly the educational expectations for the visit, including any curriculum competencies to be addressed; agree on the number of students to attend and time frames. A follow-up letter confirms arrangements and any additional details.
• How many students could you accommodate? Consider the limitations of the industry. It is often difficult for an industry to accommodate large numbers of students. If the number is smaller than your group, ask if they could set up a rotation during the visit to accommodate larger numbers.
• Which days of the week would be best for our visit? What time of day is best?
• How do I find your location? Where do we park? Who do we ask for when we arrive?
• Could you include demonstrations or hands-on activities for the students?
• Most industries have a variety of careers involved in their day-to-day business. For example, a manufacturing industry may have production line workers, accountants, public relations personnel, secretaries, distribution personnel, product developers and kitchen workers. You may have individual students interested in various occupations within one industry. Encourage the industry representatives to discuss the various career options during the visit.
• Are there any safety or other concerns?
Preparing students for industry visits:
• Research the industry before taking the tour. Students can use Activity 22, Research a Company. Make certain the students understand the objectives of the visit and how this connects to the curriculum.
• Prepare the students with appropriate questions to ask. Use Activity 18, Career Information Interview to create appropriate questions. Remind them that salary questions are personal, but that it is appropriate to ask about salary ranges.
NC SOICC 21 North Carolina’s Career Resource Network
• Review and use Activity 19, Scans Skills and Activity 21, Skills Scavenger Hunt to review skills needed in the workplace. This could also be used to develop questions for the visit.
• Contacts during the industry visit may provide career opportunities in the future. Suggest to students that if they subsequently have an interest in working for this industry, they can reference this visit as an opening for career or part-time job inquiry. Refer to Activity 44, Networking Map and Activity 49, Telephone Scrip for Networking for additional information.
• Survey the students to determine their career interests and the type of work they would like to do. Company representatives often like to know what interests the students have. Encourage the students to share their interests during the visit.
• The students should develop thank-you letters (Activity 46, Follow-Up Procedure) to be sent to the industry, just as they should after a job interview. Refer to the Career Choices tabloid to review the Job Application and Interviewing articles.
Remind students to:
• Dress appropriately. They are visiting career professionals and should dress as if they are in the working world.
• Be on their best behavior. They are representing your school.
• Show interest in the activities and tours.
• Ask appropriate questions.
• Practice networking skills.
• Reflect on connections to class curriculum.
NC SOICC 22 North Carolina’s Career Resource Network
LESSON PLAN: Career Trends and Skills
ARTICLES: Career Exploration –Trends and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand relationship between educational achievement and career planning.
8. Understand how societal needs and functions influence the nature and structure of work.
1. FOCUS AND REVIEW
• Presentation of the changing world of work.
• Topics to include identifying new trends in NC and in the nation and the effect the trends have on occupations.
2. STATEMENT OF OBJECTIVES
• Student will identify the several new trends in the labor market.
• Student will learn what employers are looking for in these occupations; what skills are required in the workplace.
3. TEACHER INPUT
• Discuss Activity 19, SCAN Skills with students. Have the students choose someone in their home, school or community with whom they will discuss the SCANS Skills to determine which skills are utilized in their occupation.
• Discuss the need for new skills for the new career trends.
4. GUIDED PRACTICE
• Activity 21, Skills Scavenger Hunt. Practice in class with a volunteer, parent or worker in your school. Have the students add questions they would like to discuss.
5. INDEPENDENT PRACTICE
• Activity 21, Skills Scavenger Hunt. Have the student complete an interview with someone of their choice asking them these questions and how their job has changed over the last 5, 10, or 15 years.
6. CLOSURE
• Students are expected to learn and reflect on the changes of the economy, labor market and how these projections may affect their career choice. In this exercise the purpose is to accumulate information on various skills, the changes in the skills needed for today’s jobs and also to increase their skills in communications and interviewing.
NC SOICC 23 North Carolina’s Career Resource Network
LESSON PLAN: Tomorrow’s Jobs: What’s Hot?
ARTICLE: Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6. Skills to locate, evaluate and interpret career information.
8. Understanding how societal needs and functions influence the nature and structure of work.
1. FOCUS AND REVIEW
• Review the Career Exploration section in Career Choices and Activity 13, Job Outlook in the User’s Guide. Familiarize yourself with North Carolina’s Occupations with the Most Annual Openings and Occupations with the Fastest Annual Growth Rate. Remind students as they review the occupations, that career exploration includes several factors including assessment of skills, interests and aptitudes.
2. STATEMENT OF OBJECTIVES
• Student will review information about occupations with the most annual openings and occupations with the fastest annual growth rate.
• Student will gather information pertaining to a specific career with an above average outlook.
3. TEACHER INPUT
• Using Career Choices, review the Career Exploration article with the students.
• Define the difference between occupations with the most annual openings and occupations with the fastest annual growth rate.
4. GUIDED PRACTICE
• Complete Activity 13, Job Outlook.
5. INDEPENDENT PRACTICE
• Each student should select one of the careers from either the Occupations with the Fastest Annual Growth Rate or Occupations with the Most Annual Openings.
• Complete Activity 12, Career Research.
• Students could complete a survey of the want ads to determine advertised demand and create a graph.
6. CLOSURE
• Create a bulletin board illustrating occupations with the fastest annual growth rate and occupations with the most annual openings using the information the students have gathered. The bulletin board could be placed in the Career Center or some place where others could view the information.
Technology Connection: Use PowerPoint or HyperStudio and have each student create a presentation about the career they selected. Create a graph illustrating facts about each of the careers, such as comparison of salary levels, education levels, etc.
NC SOICC 24 North Carolina’s Career Resource Network
LESSON PLAN: Hear Ye, Hear Ye, Read All About It!
ARTICLE: Career Briefs and Profiles and Career Research on the Internet
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
3. Understand the impact of growth and development.
5. Understand the need for positive attitudes toward work and learning.
6. Gain skills to locate, evaluate and interpret career information.
1. FOCUS AND REVIEW
• Teacher and students should become familiar with NC Career Explorer’s Daily News on the SOICC web site (www.ncsoicc.org) or direct subscription service.
2. STATEMENT OF OBJECTIVES
• Student will become aware of new careers and Internet career exploration.
• Student will research career information.
3. TEACHER INPUT
• Illustrate Career Explorer for the students.
• Copy one of the Daily News segments to show the students the type of information available.
• Assign a student per day, until each student has an assigned day, to print a copy of the Daily News.
4. GUIDED PRACTICE
• Using a sample of the Daily News, discuss the types of information that can be gathered. Instruct each student to select a career that may be connected to the sample (this does not need to be a career that the student is interested in personally pursuing, but is to be used as an illustrative example). Ask students to move into groups according to similar choices.
• Review the Career Briefs and Profiles to identify additional information about careers.
• Instruct each group to develop a profile of the group’s identified career and share the information with the class.
5. INDEPENDENT PRACTICE
• Each student prints the Daily News for a different day.
• Each student prepares a profile of a career identified from the Daily News, adding NC information from the Career Briefs and other resources. (see Activity 12, Career Research)
• Each student presents his/her profile to the class. This may be completed through an oral report, poster, Power Point, or other presentation format.
6. CLOSURE
• Review the career exploration process and resources used.
Technology Connection: Additional on-line resources could be used for gathering profile information.
NC SOICC 25 North Carolina’s Career Resource Network
LESSON PLAN: Career Presentations
ARTICLE: Career Choices
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to locate, evaluate and interpret career information
Skills in career planning
1. FOCUS AND REVIEW
• Review Career Choices and Activity 56, Trifold Brochures.
2. STATEMENT OF OBJECTIVES
• Students will identify information pertaining to a specific career.
• Students will present career information.
3. TEACHER INPUT
• Review Career Choices.
• Discuss presentation principles and expectations.
• Introduce Activity 57, Presentation Rubric.
4. GUIDED PRACTICE
• Select an occupation from the Career Briefs and present information about the occupations. Illustrate where the information will be placed on the tri-fold brochure.
• Identify other resources that could be used to gather information such as www.nccareers.org
or www.cfnc.org.
5. INDEPENDENT PRACTICE
• Students gather information for the brochure using Activity 12, Career Research.
• Students transfer information into the tri-fold format using directions from Activity 56, Tri-Fold Brochures.
6. CLOSURE
• Students present information to the class.
Technology Connection: Use of the computer can occur through the development of the tri-fold brochure and gathering information through web sites.
Special Program: Adapt the brochure to meet the capabilities of the students.
NC SOICC 26 North Carolina’s Career Resource Network
LESSON PLAN: Educational Options
ARTICLE: Education and Training, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the relationship between educational achievement and career planning
1. FOCUS AND REVIEW
• Review the Education and Training section.
• Review the Career Briefs and Profiles.
2. STATEMENT OF OBJECTIVES
• Students will review educational options for entrance into occupations.
• Students will identify education and training institutions related to specific occupations.
• Students will define Education Codes used in Career Choices in NC.
3. TEACHER INPUT
• Define Education Codes used in the Career Briefs and Profiles.
• Discuss Career Profiles to reflect on education and training options.
• Review educational options for entrance into occupations. For example, Purchasing Managers can enter the career through apprenticeship, community college, or a bachelor’s degree.
4. GUIDED PRACTICE
• Each student should select a career in the Career Briefs. Through a show of hands, survey the students by having them identify levels of educational entry into their selected careers. Keep a tally on the board to illustrate the variety of educational options for entry into occupations.
5. INDEPENDENT PRACTICE
• Students should complete Activity 32, Education Crossword Puzzle.
• Each student should complete Activity 33, Educational Options.
6. CLOSURE
• Reflect upon the variety of educational options for entry into occupations according to the information gathered through Activity 33, Educational Options.
Technology Connection: Students may gather additional information about educational institutions by accessing www.nccareers.org, www.cfnc.org, or the web sites of the institutions.
NC SOICC 27 North Carolina’s Career Resource Network
LESSON PLAN: Education Investment
ARTICLE: Cost of Working, Learn More to Earn More Chart, Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Understanding the relationship between educational achievement and career planning
Understanding the continuous changes in male/female roles
1. FOCUS AND REVIEW
• Review the Cost of Working and Learn More to Earn More Chart in the Career Choices tabloid. Define Education Codes as identified in the Career Briefs.
2. STATEMENT OF OBJECTIVES
• Students will discuss the correlation between education and earning potential.
• Students will gather information relating to occupations, income and educational levels.
3. TEACHER INPUT
• Discuss Learn More to Earn More Chart.
• Hand out and discuss Occupations with the Fastest Annual Growth Rate in North Carolina found in the User’s Guide.
4. GUIDED PRACTICE
• Referring to the handout, Activity 34, Learning Power, complete the information for Police Officers as a class using information from the Career Briefs.
5. INDEPENDENT PRACTICE
• Each student should complete Activity 34, Learning Power.
6. CLOSURE
• Discuss correlations between educational levels and earning potential.
Technology Connection: Students may create a database illustrating income levels according to career and educational levels.
NC SOICC 28 North Carolina’s Career Resource Network
LESSON PLAN: Education Planning
ARTICLES: Education and Training, Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand the relationship between educational achievement and career planning.
12. Gain skills in career planning
1. FOCUS AND REVIEW
• Presentation of various educational programs will demonstrate to students:
- the value of continuing their education. - a method of determining the amount of education needed for various careers. - the connection between education/training and career choices.
2. STATEMENT OF OBJECTIVES
• Student will understand the various education routes (2 yr., 4 yr., professional, apprenticeships, OJT, etc.).
• Student will learn how to access information about NC post-secondary schools.
3. TEACHER INPUT
• Discuss with students the concept of life long learning. Give examples of how the workforce continues to be re-trained through staff development, workshops, and continuing education.
• Discuss the various routes of further education. Give examples of occupations that require a 2 yr. Degree, 4 yr. Degree and further education.
4. GUIDED PRACTICE
• Give students a pre-test on where to find post-secondary information at your school. This should include information about the military, scholarships, and financial aid.
• Discuss with students how to choose a post-secondary school in relationship to their aptitudes and interests.
5. INDEPENDENT PRACTICE
• Review Activity 35, Choosing a College, User’s Guide.
• Assign a writing assignment in which a student requests information from a college or scholarship foundation. This mock writing assignment will encourage students to find addresses and practice writing for information prior to their senior year.
• May use Activity 31, Education and Work Timeline if time permits.
6. CLOSURE
• Inform students about how to locate information via the Internet, or other computerized college information databases if available at your school. Inform students of how your school informs them about college representatives visiting your school, college days, and policies on visiting schools of their choice.
NC SOICC 29 North Carolina’s Career Resource Network
LESSON PLAN: Lifelong Learning
ARTICLES: Career Briefs & Profiles, Education & Training, Training Choices
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understanding the relationship between educational achievement and career planning.
12. Gain skills in career planning.
1. FOCUS AND REVIEW
• Review the Education and Training section of the User’s Guide and Career Briefs. Review the articles in Career Choices.
2. STATEMENT OF OBJECTIVES
• Student will review educational options.
• Student will create an educational timeline.
3. TEACHER INPUT
• Review educational options with students using Career Choices.
• Discuss lifelong learning.
• Review timelines, possibly using your own as a model, to illustrate how education and work impact our lives.
4. GUIDED PRACTICE
• Each student should select a career from Career Choices and decide on an educational level that they would like to follow according to the options provided in the Career Briefs.
5. INDEPENDENT PRACTICE
• Each student should construct a timeline using Activity 31, Education and Work Timeline.
6. CLOSURE
• Create a bulletin board illustrating the students’ forecasted timelines. Have the students share their forecasts with the class and their reasons for selecting these patterns.
Technology Connection: Timelines could be created through a graphing process on the computer. Students could enter their data to determine the forecast of average years of working and education.
NC SOICC 30 North Carolina’s Career Resource Network
LESSON PLAN: Networking
ARTICLE: Networking
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6.6 Identify individuals in selected occupations as possible information sources, role models or mentors.
1. FOCUS AND REVIEW
• Discuss personal histories that illustrate “who you know is where you go”. Include information relating to high school experiences and after, which show the importance of contacts, mentors, and experiences. Activity 9, Family Job Tree, may be used as a tool to focus students.
2. STATEMENT OF OBJECTIVES
• Students will identify possible contacts to assist in their career development.
• Students will complete networking steps.
3. TEACHER INPUT
• Review the Networking article with the students.
• Review letter writing and proper telephone procedures.
4. GUIDED PRACTICE
• Complete Activity 48, Networking Map.
• Students are to list possible contacts related to their career interests. Refer to Activity 49, Telephone Script for Networking Contact.
5. INDEPENDENT PRACTICE
• Prepare a letter or script to telephone one of the contacts.
6. CLOSURE
• Review the importance of networking.
Technology Connection: Letters or scripts may be developed using a word processing program. Students may choose to e-mail their contacts.
NC SOICC 31 North Carolina’s Career Resource Network
LESSON PLAN: Job Seeking Skills
ARTICLES: Job Search
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
7. Gain skills to prepare to seek, obtain, maintain and change jobs.
1. FOCUS AND REVIEW
• Presentation of job search skills needed to find a job. Job search skills include networking, resume and cover letter writing, interviewing and follow-up procedures.
2. STATEMENT OF OBJECTIVES
• Student will identify at least 5 people that are in their job search network.
• Student will learn various job search methods.
• Student will learn effective writing skills for resumes, cover letters, thank-you letters.
• Student will learn effective interviewing skills.
3. TEACHER INPUT
• Discuss the importance of effective job search skills to students. Give examples of various forms of resumes and cover letters. Critique the examples as a class.
• Discuss the interview process and what employers are looking for as a response.
4. GUIDED PRACTICE
• Role play an interview with a few students. Have the class critique the response using Activity 43, Interview Practice Questions.
5. INDEPENDENT PRACTICE
• Assign students to complete a resume and cover letter for a job they are interested in applying for.
• Ask students to have one person from their network to critique their resume.
6. CLOSURE
• Discuss with students the times in which an employment application is appropriate and when a resume is more suitable. Review with student information on finding jobs through the internet.
NC SOICC 32 North Carolina’s Career Resource Network
LESSON PLAN: Job Search Using the Classified Want Ads
ARTICLES: Job Search, Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
7. Skills to prepare to seek, obtain, maintain and change jobs.
1. FOCUS AND REVIEW
• Newspapers are readily accessible to most students and provide a resource for them to learn more about jobs in their local area. Review information in Career Choices; Job Search, and Interviews and Applications to prepare students for a job search and the completion of an application.
2. STATEMENT OF OBJECTIVES
• Student will comprehend the layout and information provided in classified want ads.
• Student will complete a job application.
3. TEACHER INPUT
• Give each child a section of the newspaper with classified want ads.
• Review the want ads with the students to help them understand the layout.
• Review the proper method of completing an application.
4. GUIDED PRACTICE
• Hand out Activity 50, Reading Classified Ads and review. Students should complete and the teacher should lead a class discussion to ensure comprehension.
• Complete Activity 51, Sample Employment Application.
5. INDEPENDENT PRACTICE
• Students should select a job from the want ads. Have students write a paragraph explaining the expectations of the job, including any information given, such as experience needed, salary level, location, etc.
• Students should review their application to determine whether or not their information reflects the needs of the ad.
6. CLOSURE
• Have students share information about their want ad and what experiences they might add to their application to create a match between their application and the want ad, such as jobs they might participate in, additional years of experience or education, etc.
Technology Connection: Instead of using the local print newspaper, access on-line classified want ads. Students could complete their paragraph using a word processing program.
NC SOICC 33 North Carolina’s Career Resource Network
LESSON PLAN: Job Market Research
ARTICLE: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to prepare to seek, obtain, maintain, and change jobs.
1. FOCUS AND REVIEW
• Review the Career Briefs and Profiles.
• Gather resources to assist students in identifying employer names and addresses.
2. STATEMENT OF OBJECTIVES
• Students will identify employers that may offer job opportunities.
• Students will write a letter of introduction.
3. TEACHER INPUT
• Review Activity 53, Job Market Research found in the User’s Guide.
• Discuss Career Profiles to consider where the representatives have worked and ways that they have found positions.
4. GUIDED PRACTICE
• Each student should select a career in the Career Briefs.
• Brainstorm with the students where they might find employer names as they prepare to create their list.
• Discuss the importance of a letter of introduction and the components that should be included in the letter.
5. INDEPENDENT PRACTICE
• Students should complete Activity 53, Job Market Research.
• Each student should create a letter of introduction for one of the positions.
6. CLOSURE
• Pair the students. Students should share their list of employers with each other.
• Each pair should provide constructive criticism about the letter of introduction.
Technology Connection: Students may create their letters of introduction using the computer. Refer to the Lesson, On-Line Job Search for web sites.
Special Programs: Pair students with similar career interests, yet different skills. Together the team identifies businesses that will hire all levels of workers.
NC SOICC 34 North Carolina’s Career Resource Network
LESSON PLAN: Resume Development
ARTICLE: Resumes and Cover Letters
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Resumes and Cover Letters section of the Career Choices tabloid. Identify resume formats and the function of each.
• Review the Job Search section of the User’s Guide.
2. STATEMENT OF OBJECTIVES
• Students will develop resumes.
• Students will complete a cover letter.
• Students will assess resume format.
3. TEACHER INPUT
• Discuss the Resumes and Cover Letters section of the Career Choices tabloid and hand out Resumes and Developing a Career Objective from the Job Search section of the User’s Guide.
• Hand out and discuss the Resume Word List located in the User’s Guide.
4. GUIDED PRACTICE
• Select a career from the Career Briefs and Profiles. As a class or in small groups, have students create an appropriate career objective for the selected career. Using information from the Career Briefs, identify appropriate education and skills needed for the selected career.
5. INDEPENDENT PRACTICE
• Each student should select a career from the Career Briefs then complete Activity 36, Resume Worksheet.
• Direct students to complete a resume in the chronological or functional format for the selected career.
• Direct students to change their resume to the electronic format.
• Hand out Activity 42, Cover Letters. Each student should complete a cover letter for the selected career.
6. CLOSURE
• Using Activity 41, Resume Rubric, students will assess one of their resumes.
Technology Connection: Students may use one of the resume builder programs to develop their resumes found in software or on-line sources.
NC SOICC 35 North Carolina’s Career Resource Network
LESSON PLAN: Interviewing Skills
ARTICLE: Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
Understanding the need for positive attitudes toward work and learning
1. FOCUS AND REVIEW
• Review the Interviews and Applications Section of the Career Choices tabloid.
• Review the Job Search section of the User’s Guide.
*Lesson will be more effective if students complete the resume development activities prior to this lesson.
2. STATEMENT OF OBJECTIVES
• Students will brainstorm work values.
• Students will identify characteristics of the workplace that are important to them.
3. TEACHER INPUT
• Discuss interview processes as outlined in Career Choices.
• Hand out and discuss What Employers are Looking For in an Interview.
• Coach the students in preparation for mock interviews.
4. GUIDED PRACTICE
• Hand out and have students complete Activity 39, Interview Practice Questions.
• Select a student to role play and interview in front of the class.
• Discuss Activity 45, Evaluation Form – Practice Interview.
5. INDEPENENT PRACTICE
• Hand out and have students complete Activity 44, Job Interview Checklist.
• Set up 10 minute mock interviews for each student with business/community.
• At the end, interviewers should complete Activity 45, Evaluation Form. Each student should also complete the Activity 45, Evaluation Form as a self-evaluation.
6. CLOSURE
• Analyze interviewers’ comments and students’ self-evaluations. Discuss areas of success and needed improvement regarding interviewing skills.
• Complete the Follow-Up Lesson and send thank you notes to the interviewers.
Technology Connection: Students may contact interviewers through email to invite their participation. Data collected from them could be put into a database and graphs could be developed.
NC SOICC 36 North Carolina’s Career Resource Network
LESSON PLAN: Intergenerational Interviews
ARTICLE: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
Understanding how societal needs and functions influence the nature of work
Understanding the inter-relationship of life roles
1. FOCUS AND REVIEW
• Review the Career Briefs and Profiles.
2. STATEMENT OF OBJECTIVES
• Students will interview two people from different generations.
• Students will interact positively with others.
• Students will gather information about occupations.
3. TEACHER INPUT
• Discuss appropriate interview techniques.
• Review changes in work and family lives over the last fifty years.
• Review societal changes.
4. GUIDED PRACTICE
• Review one of the career profiles and answer Activity 18, Career Information Interview questions as a class.
• Hand out Activity 9, Family Job Tree to assist students in identification of possible career interviews.
5. INDEPENDENT PRACTICE
• Students should complete Activity 18, Career Information Interviews with two interviews from different generations.
• Students may also complete Activity 31, Education and Work Timelines, during each interview.
6. CLOSURE
• Students share interview findings.
• Students write a Career Profile from one of the interviews.
Technology Connection: The interviews could be completed via the internet or phone. Career Profiles could be created using a word processing program. A web page could be created featuring the Career Profiles written by the students.
Special Programs: Adapt interview questions to fit the needs and abilities of the students.
NC SOICC 37 North Carolina’s Career Resource Network
LESSON PLAN: Follow-Up Procedures
ARTICLE: Job Search
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
1. FOCUS AND REVIEW
• Review the Job Search Section of the User’s Guide and the Career Choices tabloid.
2. STATEMENT OF OBJECTIVES
• Students will discuss the value of follow-up procedures after submitting job applications and interviews.
• Students will complete thank you letters.
3. TEACHER INPUT
• Discuss the importance of follow-up procedures and processes to follow after job application and interviewing.
4. GUIDED PRACTICE
• Hand out and discuss Activity 46, Follow-Up Procedures.
5. INDEPENDENT PRACTICE
• Students should create a thank you letter following guidelines outlined in the Career Choices tabloid and the User’s Guide.
6. CLOSURE
• Discuss the value of follow-up procedures.
Technology Connection: Students may use a word processing program to complete thank you letters and send them through e-mail.
NC SOICC 38 North Carolina’s Career Resource Network
LESSON PLAN: On-Line Job Search
ARTICLES: Career Briefs, Job Search, Interviews & Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to seek, obtain, maintain, and change jobs.
1. FOCUS AND REVIEW
• Review Career Briefs, Job Search, and Interviews & Applications articles in Career Choices
• Visit job search sites such as:
NC Job Bank www.ncesc.com
America’s Job Bank www.ajb.org
Career Builder www.careerbuilder.com
Job Bank USA www.jobbankusa.com
Monster Board www.monster.com
2. STATEMENT OF OBJECTIVES
• Students will complete an on-line job search.
• Students will consider skills needed for job application.
3. TEACHER INPUT
• Introduce students to on-line job search process.
• Review Career Briefs, Job Search, and Interviews & Applications articles.
4. GUIDED PRACTICE
• Select an occupation and several on-line job postings reflecting the occupation.
• Discuss completion of Activity 52, On-Line Job Search.
5. INDEPENDENT PRACTICE
• Students complete Activity 52, On-Line Job Search.
6. CLOSURE
• Discuss student findings and next steps.
Special Programs Modifications: Assist students in identifying appropriate occupations and locating jobs. Students may assist each other in pairs.
NC SOICC 39 North Carolina’s Career Resource Network
LESSON PLAN: Portfolio Development
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information
Skills to prepare to seek, obtain, maintain, and change jobs
Skills in career planning
1. FOCUS AND REVIEW
• Review Career Choices to be able to assist students in gathering information.
• Review various portfolio formats.
• Review Activity 27, Career Portfolios.
2. STATEMENT OF OBJECTIVES
• Students will consider the benefits of career portfolio development.
• Students will identify possible career portfolio components.
3. TEACHER INPUT
• Discuss portfolio formats and where portfolios are used.
• Review Career Choices and brainstorm career portfolio components.
4. GUIDED PRACTICE
• Review and discuss Activity 27, Career Portfolios.
5. INDEPENDENT PRACTICE
• Complete Activity 28, Portfolio Components.
• Complete Activity 29, Career Portfolio Rubric.
6. CLOSURE
• Discuss personal portfolio needs and identify uses of the portfolio.
Technology Connection: Explore portfolio sections in Career Explorer and CFNC’s Pathways Portfolio. Students could use word processing to create portfolio components.
Special Programs Adaptations: Refer to the Transition Planning Timeline for possible portfolio components.
NC SOICC 40 North Carolina’s Career Resource Network
LESSON PLAN: Career Keno
ARTICLE: All; Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
2. Gain skills to interact positively with others.
6.3 Demonstrate skills in using school and community resources to learn about occupational groups.
1. FOCUS AND REVIEW
• Review Career Choices and the User’s Guide.
2. STATEMENT OF OBJECTIVES
• Student will become familiar with activities and resources related to career exploration.
• Student will share information and experiences about career exploration with others.
3. TEACHER INPUT
• Review Career Choices with the students.
• Outline plans for the career development units.
4. GUIDED PRACTICE
• Students review the Activity 55, Career Keno.
• Teacher helps students to understand the process.
5. INDEPENDENT PRACTICE
• Students complete Career Keno.
6. CLOSURE
• Encourage students to share their findings from the Keno. Connect the information they have gained to planned career development units. (You could create your own Keno according to the lesson you are presenting, e.g. self-assessment, career exploration, education and training, job search.) This game may be used also as a get acquainted activity.
NC SOICC 41 North Carolina’s Career Resource Network
LESSON PLAN: Choices Explorer
AUDIENCE:
This lesson may be used with students, teachers, parents or others.
ARTICLES: Choice Explorer at http://www.nc.cx.bridges.com/
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Introduce the audience to the process of accessing the website.
2. STATEMENT OF OBJECTIVES
• Students will explore the Choices Explorer.
• Students will identify useful components.
3. TEACHER INPUT
• Review the features of This Week’s Highlights and its uses for the audience.
4. GUIDED PRACTICE
• Examine one of the links.
5. INDEPENDENT PRACTICE
• Participants examine links.
• Participants identify a link to share with the group, explaining why they consider this to be useful information.
6. CLOSURE
• Participants share identified link with group.
Note: NC Career Explorer is a subscription service at http://nc.cx.bridges.com
NC SOICC 42 North Carolina’s Career Resource Network
LESSON PLAN: National Career Development Month
Poster and Poetry Contest
http://www.ncsoicc.org or NC SOICC Office - (919) 733-6700
ARTICLES: Career Development Month
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the need for positive attitudes toward work and learning.
1. FOCUS AND REVIEW
• Access and review the National Career Development Month contest information on the NC SOICC web site.
• Review Career Choices in North Carolina tabloid and select articles to focus students on current poster/poetry contest themes.
2. STATEMENT OF OBJECTIVES
• Students will review career information related to the poster/poetry contest themes.
• Students will select a sub-theme for their poster or poem.
• Students will complete a poster or poem.
3. TEACHER INPUT
• Present contest guidelines.
• Review pertinent career information from Career Choices in North Carolina tabloid.
• Discuss procedures for completing a poster or poem.
4. GUIDED PRACTICE
• Brainstorm possible topics.
• Create a group poster or poem.
5. INDEPENDENT PRACTICE
• Student selects topic.
• Student gathers information to feature in the poster or poem.
• Student completes poster or poem.
6. CLOSURE
• Students present posters or poems to class.
• Posters and poems are judged and sent to the next level of competition.
NC SOICC 43 North Carolina’s Career Resource Network
LESSON PLAN: Community Connections
Identify several companies willing to bring equipment associated with their industry to your campus. This might include a news van, Armed Services equipment/vehicles, emergency service equipment/vehicles, scuba diving equipment, cardiac test equipment, race car, etc. Invite each company to participate in interactive activities. Consider selecting companies to reflect career pathways, specific occupational groups, or the range of occupations within their industry.
ARTICLES: Career Exploration, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Present an overview of the participating companies.
• Review the Career Exploration, Career Briefs and Profiles articles.
• Create a questionnaire for students to complete as they interview and interact with the Community Connections participants and their equipment.
2. STATEMENT OF OBJECTIVES
• Students will interact with career professionals.
• Students will interpret information received from career professionals and report to their peers.
3. TEACHER INPUT
• Discuss the setup of Community Connections.
• Discuss the value of talking with career professionals.
4. GUIDED PRACTICE
• Present the questionnaire and discuss expectations.
5. INDEPENDENT PRACTICE
• Students interact with Community Connections participants.
• Students complete questionnaires.
6. CLOSURE
• Students report their findings.
• Students complete thank you notes for Community Connections participants.
Technology Connection: Students could research information about Community Connections participants on the Internet. Posters or brochures could be developed to advertise Community Connections using computer software programs. Students could send their thank you notes via e-mail.
NC SOICC 44 North Carolina’s Career Resource Network
LESSON PLAN: Parent Connections
ARTICLES: "Pathways to Success" Guide
Available from: North Carolina School-to-Work Office
(919) 733-1377 (800) 500-9675
User's Guide Section VI, Parents as Partners
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Review the Pathways to Success Career Planning Resource for Parents and Students.
2. STATEMENT OF OBJECTIVES
• Participants will explore career interests.
• Participants will complete a self-assessment.
• Participants will administer a self-assessment.
3. TEACHER INPUT
• Discuss the Introduction in the Pathways for Success Career Planning Resource for Parents and Students.
• Review the Getting Started section.
• Discuss Exercise 2: What Are Your Career Interests?
4. GUIDED PRACTICE
• Complete Exercise 2 with the parents.
• Discuss their outcomes and impressions.
5. INDEPENDENT PRACTICE
• Parents complete Exercise 2 with their student.
6. CLOSURE
• Parents discuss student results.
• Parents consider additional career planning needs with their student.
Technology Connection:
Access the Dear Parents website: www.dearparents.com
Access and complete The Career Key assessment instrument on-line in NC Careers:
www.nccareers.org or www.careerkey.org/english/
Access the Career Parent Magazine: careerparent.bridges.com
NC SOICC 45 North Carolina’s Career Resource Network
LESSON PLAN: Skills Treasure Chest
ARTICLES: Self-Assessment, Career Exploration, Career Briefs, Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Self-Assessment, Career Exploration, Career Briefs, Interviews and Applications Sections of the User’s Guide and the Career Choices tabloid.
• Prepare to use http://www.ncsoicc.org.
2. STATEMENT OF OBJECTIVES:
• Students will identify skills that they possess.
• Students will apply the knowledge of their skills to careers.
• Students will complete a resume.
3. TEACHER INPUT:
• Hand out the Resume Word List and review skill words.
• Hand out Activity 40, Resume Worksheet and review resume development procedures.
4. GUIDED PRACTICE:
• Hand out and review Activity 37, Treasure Chest of Skills.
• Practice creating skill sentences using words from the Resume Word List.
• Discuss skills used in a variety of careers.
5. INDEPENDENT PRACTICE:
• Students should complete Activity 37, Treasure Chest of Skills.
• Students should transfer the knowledge gained using the Resume Worksheet.
6. CLOSURE:
• Discuss the use of skill words in resumes and the students’ findings.
Technology Connection: Complete resumes using a word processing program.
NC SOICC 46 North Carolina’s Career Resource Network
LESSON PLAN: Dress for Success
ARTICLE: Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Job Search Section of the User’s Guide and the Career Choices tabloid.
2. STATEMENT OF OBJECTIVES:
• Students will identify proper interview attire.
• Students will model appropriate interview attire.
3. TEACHER INPUT:
• Hand out Dress for Success – Interview Attire Fact Sheet and review guidelines.
4. GUIDED PRACTICE:
• Hand out Activity 59, Let’s Go Shopping. Review Activity 58, Interview Attire Rubric. Students should complete the Let’s Go Shopping Activity.
5. INDEPENDENT PRACTICE:
• Set up Mock Interviews. Students should dress appropriately for the interview sessions. Use Activity 58, Interview Attire Rubric, to determine appropriate dress.
6. CLOSURE:
• Review the students’ Interview Attire Rubrics to determine the levels of dressing for success.
NC SOICC 47 North Carolina’s Career Resource Network
LESSON PLAN: Experiential Learning
ARTICLE: Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding how societal needs and functions influence the nature and structure of work
1. FOCUS AND REVIEW
• Review the Career Exploration section of the User’s Guide, the Career Choices tabloid and http://www.nccareers.org/.
2. STATEMENT OF OBJECTIVES:
• Students will identify experiential learning options.
• Students will explore volunteer opportunities.
3. TEACHER INPUT:
• Discuss opportunities and personal experiences relating to experiential learning including service learning and work-based learning.
4. GUIDED PRACTICE:
• Hand out Work-Based Learning and review. Hand out Activity 39, Experiential Learning and discuss.
5. INDEPENDENT PRACTICE:
• Complete Exercises on Activity 39, Experiential Learning.
6. CLOSURE:
• Encourage students to get involved in experiential learning. To follow up, invite guest speakers who can address opportunities for students.
NC SOICC 48 North Carolina’s Career Resource Network
LESSON PLAN: Career Center Brochure
ARTICLES: Career Planning, Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate and interpret career information
1. FOCUS AND REVIEW
• Review the Career Planning and Career Exploration Sections of the User’s Guide and the Career Choices tabloid.
• Review SOICC web sites.
• Review the Internet and Publishers section of the User’s Guide.
• Review the Work-Based Learning Fact Sheet in the User’s Guide.
2. STATEMENT OF OBJECTIVES:
• Students will identify web-based resources.
• Students will create a brochure that includes career resources.
3. TEACHER INPUT:
• Hand out Activity 56, Tri-Fold Brochure and give instruction for brochure development.
• Review the Career Choices tabloid and identify web-based resources.
4. GUIDED PRACTICE:
• Hand out Activity 30, Career Center Brochure and draft the information to be included in the brochure.
5. INDEPENDENT PRACTICE:
• Students should complete a brochure:
• following directions for a tri-fold brochure given in Activity 56, Tri-Fold Brochure
• including information in Activity 30, Career Center Brochure.
6. CLOSURE:
• Discuss the knowledge gained and the value of transferring information into a brochure format.
NC SOICC 49 North Carolina’s Career Resource Network
I
SELF
ASSESSMENTCareer Planning Process
The career planning process is a continuous circle divided into three parts:
1. Knowing Yourself - Self Assessment
2. Exploring Careers - Learn About Occupations and Education Requirements
3. Job Search - Learn Job Seeking Skills
Below you will find the sections in Career Choices and activities in the User’s Guide that correspond to the three parts.
NC SOICC I-1 North Carolina’s Career Resource Network
SELF ASSESSMENT
Self-assessment is the process of “knowing oneself”. It is taking an inventory of someone’s likes, dislikes, skills, abilities, personal characteristics, values, wants and needs. It is the first part of the career planning process. Before clients/students can determine what it is they would like to do in their career, they first need to discover who they are. People change, grow and develop. Therefore it is necessary for everyone to re- assess themselves periodically in relationship to their career goals.
Self-assessment includes evaluating one’s:
• interests • personality • lifestyle
• skills/abilities • values
The worksheets and exercises in this section can help individuals synthesize and organize information about themselves.
Activity 1. “People, Data, Things, Ideas” - organize students’ interest, skills and personality into similar categories of people, data, things, or ideas. The summary sheet on I-8 bridges the self-assessment to career exploration.
Activity 2. “Career Assessment Guide” -is a self-assessment activity based on the Guide for Occupational Exploration. It offers students a link from the career clusters in the GOE to the occupational brief clusters in Career Choices.
Activity 3. “The Career Key” is a formal assessment developed by Lawrence K. Jones, Ph.D. It is based on Dr. John Holland’s theory of six personality types and the corresponding six work environments. Copies of “The Career Key” may be used for non-profit public use, provided that notice of copyright is affixed to each copy. Following “The Career Key” are possible handouts, which relate personality, work environments, sample occupations and college majors to Holland RIASEC Codes.
Activity 4. “Lifestyle Consideration” -may be included with any of the above activities. This assesses students’ hobbies, work and non-work past times and how they can affect one’s career decisions.
Activity 5-10. -are assessment-related activities, which can be used with, or in addition to those above.
Self-assessment summaries and synthesizing activities will help the student formulate career goals and paths. Often seen as a painstaking process, it proves to be quiet successful when related to the end result -satisfying employment.
NCSOICC I-2 North Carolina’s Career Resource Network
Activity 1. People, Data, Things, Ideas
INTERESTS
Interests are the things you enjoy doing. Your likes and dislikes in your work and hobby activities will help you plan for careers which best match you. The more interest you have in your work, the happier you will be on the job.
The following interest inventory activity will help you organize your likes and dislikes into 4 categories: people, data, things, or ideas.
Directions: In each section (A-D), answer every question with a check in the Yes or No box. When you have answered all the questions, total all the Yes’s for each section and fill in the blanks at the bottom of the page.
A. People
C. Things
B. Data
D. Ideas
My highest section at this time is .
My next highest section at this time is .
Do you like to:
Yes
No
Research a topic of interest to you
Be a treasurer of a club
Work scientific experiments
Work with numbers/statistics
Figure a car’s gas mileage
Balance a bank statement
Write a computer program
Total Yes
Do you like to:
Yes
No
Entertain a child
Listen to a friend’s personal problems
Teach someone how to do something
Help someone who is sick
Lead a group or club activity
Work with the public
Run for an office
Sell a product
Total Yes
Do you like to:
Yes
No
Decorate a room
Write a poem or story
Publish school yearbook or newspaper
Write lyrics or a rap
Paint, draw, watercolor
Perform or act in school play
Play musical instrument
Invent a new product
Total Yes
Do you like to:
Yes
No
Bake a cake
Repair car/machinery
Sew or make crafts
Build something from wood
Operate a cash register or calculator
Operate a computer
Do landscaping/lawn care
Operate camera/video equipment
Total Yes
NC SOICC I-3 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
SKILLS AND ABILITIES
Jobs require different skills and abilities. You may not have all the skills or abilities necessary for many occupations, but you do have an aptitude to learn new skills. Aptitudes measure the ease in which you can learn something new.
Directions: In each section (A-D), place a check mark next to the skills you have now. Then go back and place a check mark next to the skills you may not have yet, but feel you could learn with little difficulty. Total the checks made in each section and fill in the blanks at the bottom of the page.
A. People
C. Things
B. Data
Do you have the ability/aptitude for:
Teaching
Supervising
Caring for others
Host or hosting
Presiding over meetings
Leading others
Listening and counseling
Selling goods/services
Do you have the ability/aptitude for:
Accounting/record keeping
Statistical work
Research
Testing products/ideas
Investigating problems
Computer programming
Working scientific experiments
Collecting information
D. Ideas
Do you have the ability/aptitude for:
Repairing things/objects
Operating machinery or equipment
Assembling parts
Using tools
Cooking/ baking
Operating a sewing machine
Woodworking
Construction work
Do you have the ability/aptitude for:
Writing stories/poems
Composing music
Designing new products
Drawing
Inventing new products
Acting, singing
Playing a musical instrument
Organizing new clubs or activities
My highest section at this time is .
My next highest section at this time is .
NC SOICC I-4 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
PERSONALITY/TEMPERAMENT
Your personality is a combination of your emotional and behavioral characteristics that make you different from others. Your personality influences how you think, feel and act with different people in different situations. Different careers relate to different personality traits, also known as temperaments. For example, an outgoing, friendly person who enjoys meeting and talking to people all day would be suited for jobs in sales, customer service or public relations. That is why it is important to consider your personality when choosing careers.
Directions: Think about yourself and your personality when you answer the following questions. In which situations would you prefer the major part of your working day to be involved?
A. People
C. Things
My highest section at this time is .
My next highest section at this time is .
B. Data
Are you/Do you…?
Cheerful to those around you
Helpful to friends and family
Cooperative when working in a group or on a team
Responsive to needs of others
A leader/organizer of a group
Outgoing and enjoy meeting new people
An influencer of peoples opinions and attitudes
Understanding and sympathetic to others
Are you/Do you…?
Keep organized
Pay close attention to details
Prefer to work with numbers and statistics
Prefer to perform repetitive tasks
Prefer to work on a set schedule
Think logically
Prefer practical ways of doing things
D. Ideas
Are you/Do you…?
Like to work with precise rules, limits or standards
Prefer to work with machines and objects rather than people
Efficient
Prefer to work alone
Prefer to work with your hands
Mechanical
Inquisitive about what make something work or run
Resourceful with materials and methods
Are you/Do you…?
Curious about how and why things are the way they are
Prefer to have a variety of duties that change often
Seek new ways of doing things
Artistic
Creative
Prefer to set your own schedule
Versatile and flexible in activities and behaviors
Expressive, eloquent in writing, performing or drawing
NC SOICC I-5 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
WORK VALUES
Job satisfaction comes from having a job that meets your expectations and satisfies your need for employment. The list below includes a number of things people want or "value" in their job. Not all these values are met each day. However, choosing an occupation that allows most of your work values to be present is important.
Directions: Think about what you want from an occupation. From the list below:
1. Check the values that are MOST important to you.
2. Add any work values not mentioned which are also important to you.
3. Rewrite the list from 1-10. Put what you value most as #1, and proceed down the list to what you value the least, or is not important to you, at the bottom of the list.
JOB VALUES
___ 1. Adventure - working in a job that requires taking risks
___ 2. Prestige - having an important position
___ 3. Creativity - finding new ways to doing things
___ 4. Helping others - working in the assisting and caring of other people
___ 5. High earnings - being well paid for the standard of living you want
___ 6. Variety of duties - having several different things to do
___ 7. Independence - deciding how to do my work
___ 8. Exercising leadership - being able to direct and influence others
___ 9.
___ 10.
Prioritize your list: From the values listed above, write what is most important to you on Line 1
down to what is least important to you on Line 10.
___ 1.
___ 2.
___ 3.
___ 4.
___ 5.
___ 6.
___ 7.
___ 8.
___ 9.
___ 10.
NC SOICC I-6 North Carolina’s Career Resource Network
Activity 1(Cont.) People, Data, Things, Ideas
RELATED SCHOOL SUBJECTS
Directions: What are your best and favorite subjects in school? If you like a subject and do well in it, it
may be a good hint about a career or career cluster for you.
If you enjoy the following school
AND like working
You may consider the following
subjects:
with:
occupations.
Language Arts, English, Speech, Debate, Foreign Language, Journalism
People
Lawyer, Minister, Teacher Assistant, Librarian, Legal Assistant, Receptionist, Secretary
Math, Algebra, Geometry, Tech./ Business Math, Trigonometry, Calculus, Computer Science
Data
Accountant, Computer Programmer, Architect, Bookkeeper, Engineer, Electrician
Physical Science, Biology, Chemistry, Physics, Anatomy, Earth Science, Health Occupations
People/Data
Nurse, Chemist, Lab. Tech, Medical Assistant, Physician, Physical Therapist
Social Studies, ELP, U.S. History, World Civilization, Law and Justice, Sociology, Psychology
People
Teacher, Counselor, Police Officer, Social Worker, Lawyer
Art, Commercial Art, Chorus, Band, Orchestra, Drama
Ideas
Interior Designer, Recreation Worker, Commercial Artist, Actor, Actress, Musician
Typing, Keyboarding, Accounting, Business Law, Recordkeeping, Speed Writing, Business Management
Data
Bookkeeper, Accountant, Secretary, Reservation Agent, Legal Assistant
Computer Applications Drafting, Architecture, Graphics, Carpentry, Wood Tech, Auto Mechanics, Electronics, TV and Radio
Things/Data
Surveyor, Electronics Technician, Architect, Mechanic, Machinist, Carpenter, Printer
Marketing, Merchandising, Advertising, Sales
People
Sales Representative, Buyer, Cashier, Purchasing Agent, Shipping and Receiving Clerk
NC SOICC I-7 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
SELF ASSESSMENT SUMMARY
Directions: Use the information from Activity 1 to answer the following questions about yourself.
1. INTEREST INVENTORY: My interests were mainly centered around: people data things ideas
2. SKILLS AND ABILITIES CHECKLIST: My skills were mainly centered around: people data things ideas
3. From my TEMPERAMENT/PERSONALITY CHECKLIST, I think of myself as being
a …… type of person people data things ideas
4. TOTAL: people data things ideas
5. My top three WORK VALUES are:
1.
2.
3.
6. My best and/or favorite SCHOOL SUBJECTS are:
7. Career or career clusters that seem to match my characteristics at this time are
(see the Career Briefs, Career Choices):
NC SOICC I-8 North Carolina’s Career Resource Network
Activity 2. Career Assessment Guide
Directions: The following pages contain an alternate interest inventory. These activities may be more appropriate for students who have previously taken "People, Data, Things and Ideas".
This activity needs to be preceded with a discussion on the concepts of career planning and the importance of self-assessment in the process. As with all interest inventories, this is not a test to tell anyone what they should or should not choose for an occupation. Interest inventories and activities are tools to help students organize and clarify their perceptions about themselves.
The following activity is based on the Guide for Occupational Exploration originally published by the U.S. Department of Labor. You do NOT need the book for the following activities. If you do have one available, you may want to refer to it during your class presentations.
The purpose of the Career Assessment Guide is to help students see themselves in relation to career areas. The twelve career interest areas correspond to the interest factors identified from research in interest measurement conducted by the U.S Employment Service. Each of the twelve interest areas are further divided into 66 work groups based on similar capabilities of the worker.
This interest driven activity will benefit students to better relate their likes, abilities, personality, and work values to a career area. As the students finish the exercise, instruct them to explore their career interest area further by finding the corresponding career cluster in Career Choices. The Career Choices career clusters that relate to each career interest area are listed on the worksheet.
"Choices Not Chances" is the summary activity for the Career Assessment Guide and a possible addition to a student's portfolio.
NC SOICC I-9 North Carolina’s Career Resource Network
Activity 2 (Cont.) Career Assessment Guide
Directions:
1. Read the description of the twelve interest areas.
2. For each interest area, check each space under interests, skills, and personality/temperaments that describes YOU!
3. Total your checks for each interest area in the Total 's column.
4. Look in Career Choices, Career Briefs to find further information about careers that interest you.
5. Fill out Choices not Chances.
The 12 Career Interest Areas below can help you match your interests with possible careers. Each Career Interest Area has hundreds of occupations. People change careers several times during their life, and many jobs are created every year. By selecting the Career Interest Area that suits you best, you can be ready for the changing world of work. (NOTE: See the Guide for Occupational Exploration, which is categorized by the corresponding numerical digit for further information about each interest area and subgroup.)
ARTISTIC - 01
BUSINESS DETAIL - 07
Literary Arts
01.01
Interviewing, Admin. Det.
07.01
Visual Arts
01.02
Mathematical Detail
07.02
Performing Arts/Drama
01.03
Financial Detail
07.03
Performing Arts/Music
01.04
Oral Communications
07.04
Performing Arts/Dance
01.05
Coordinating & Sched.
07.05
Craft Arts
01.06
Clerical Machine Oper.
07.06
Elemental Arts
01.07
Clerical Handling
07.07
Modeling
01.08
SELLING - 08
SCIENTIFIC - 02
Technical Sales
08.01
Physical Sciences
02.01
General Sales
08.02
Life Sciences
02.02
Vending
08.03
Medical Sciences
02.03
Laboratory Technology
02.04
ACCOMMODATING - 09
Hospitality Service
09.01
PLANTS & ANIMALS - 03
Barber & Beauty Ser
09.02
Managerial Work
03.01
Passenger Services
09.03
General Supervision
03.02
Customer Services
09.04
Animal Training/Service
03.03
Attendant Services
09.05
Elemental Work/ Pl.&An.
03.04
HUMANITARIAN - 10
PROTECTIVE - 04
Social Services
10.01
Safety & Law Enforcement
04.01
Nursing/Therapy/
Security Service
04.02
Special Teaching
10.02
Child/Adult Care
10.03
MECHANICAL - 05
Engineering
05.01
LEADING/INFLUENCING - 11
Managerial Work
05.02
Mathematics/Statistics
11.01
Engineering Technology
05.03
Education/Library Ser.
11.02
Air/Water Vehicle Oper.
05.04
Social Research
11.03
Craft Technology
05.05
Law
11.04
Systems Operation
05.06
Business Administration
11.05
Quality Control
05.07
Finance
11.06
Land/Water Vehicle Op.
05.08
Services Administration
11.07
Material Control
05.09
Communications
11.08
Crafts
05.10
Promotion
11.09
Equipment Operation
05.11
Regulation Enforcement
11.10
Elemental Work/Mech.
05.12
Business Management
11.11
Contracts & Claims
11.12
INDUSTRIAL - 06
Production Technology
06.01
PHYSICAL PERFORMING - 12
Production Work
06.02
Sports
12.01
Quality Control
06.03
Physical Feats
12.02
Elemental Work/Ind.
06.04
NC SOICC I-10 North Carolina’s Career Resource Network
CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
ARTISTIC – 01
People who choose artistic careers have an interest in creative expression of feelings or ideas. You can satisfy this interest in several of the creative or perform- arts fields including literary, visual, performing, or crafts. writing photography dance music drama TOTAL ’S perform before an audience express ideas in writing compose music photograph, ideograph express ideas using computer software TOTAL ’S creative artistic expressive versatile inventive TOTAL ’S creativity flexible hours independence public attention recognition TOTAL . 'S
_____
Writers, Artists,
Entertainers,
Communications
Specialists and
Athletes
Engineers, Surveyors,
and Architects
SCIENTIFIC – 02
People who have an interest in scientific careers enjoy discovering, collecting and analyzing information. This includes research and development of new knowledge in mathematics, physical or life sciences, medicine and veterinary medicine. collecting data analyzing info. science projects/ experiments using a microscope performing first aid or medical treatment TOTAL 'S use logic to deal with many kinds of problems use chemical formulas follow technical instructions use measurable data to make decisions use laboratory equipment TOTAL ’S inquisitive logical organized reliable structured TOTAL ’S helping others intellectual stimulation prestige research work recognition TOTAL ’S
_____
Natural, Computer and Mathematical
Scientists
Health Professionals
and Technicians
PLANTS AND ANIMALS – 03
People in plants and animals occupations have an interest in activities to do with plants and animals, usually in an outdoor setting. This can be done by working in farming, forestry, fishing, or in the training and taking care of animals. With management abilities, you could also own, operate or manage farms or related business and services. being outdoors cultivating/ harvesting training
animals bathing/ grooming pets caring for
variety of
animals TOTAL 'S use tools and equipment
in outdoor settings perform strenuous
activities understand and apply
procedures follow instructions exactly perform duties requiring
manual dexterity TOTAL 'S patient endure weather/ outside work empathy to animals/pets accurate factual TOTAL 'S adventure independence leadership environmental
work seasonal work TOTAL 'S
_____
Agriculture, Fish &
Forestry Workers
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
PROTECTIVE – 04
People in protective occupations have an interest in using authority to protect people and property. You can satisfy this interest by working in law enforcement, fire fighting, and related fields. You may enjoy mental challenge, intrigue, and investigation of crimes or fires. Other choices include security guard, wardens, park rangers, or custom officers. helping people
leading a group/-
activity safeguarding/
defending
people's
property working with the
public's needs handling
emergency
situations TOTAL ‘S work under pressure work with laws and
regulations think clearly and react
quickly in emergencies deal with various kind of
people keep physically fit TOTAL 'S responsive
to needs of
others inquisitive helpful to
people
around you a leader under-
standing TOTAL 'S adventure authority public contact leadership community service TOTAL 'S
_____
Service Occupations
MECHANICAL - 05 building models perform detail work with inquisitive work with
Engineers, Surveyors
People in mechanical occupations enjoy applying mechanical principals to practical situations using machine, hand tools, or techniques. You may enjoy working with ideas about things that would lead to choices in engineering and technical fields. Working directly with things would lead to choices in crafts, trades, building or repairing objects. This category also includes interests in driving or operating vehicles, mining or construction fixing broken
items using tools designing,
sketching,
drafting construction
projects TOTAL 'S
accuracy use blueprints measure, cut and work on
materials repair or adjust TV's,
radios, phones solve math problems with
ease TOTAL 'S
about how
things
operate creative resourceful
with
materials/-
methods prefer to
work with
your hands mathematical TOTAL 'S
machines/
equipment work with
numbers creativity variety of duties work with hands TOTAL 'S
_____
and Architects
Other Technologists and Technicians Construction and Extractive Workers
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices
INDUSTRIAL – 06
People with an interest in industrial occupations enjoy repetitive, concrete, organized activities in a factory setting. This includes the mass production of goods, manual work, operating and taking care of machinery. This can also lead to positions in setting up of machinery and equipment and supervising other workers. assembling products or things operating machinery repetitive activities working w

Career Development Resource Guide
and
User's Guide for
"Career Choices In North Carolina"
2004-2005
Youth Edition
Additional copies are available for download at www.soicc.state.nc.us/soicc/products/youth.pdfSTATE OF Post Office Box 25903
NORTH Raleigh, NC 27611
CAROLINA Bus: (919) 733-6700
Fax: (919) 733-8662
http://www.ncsoicc.org
State Occupational Information Coordinating Committee
October 2004 Dear Colleagues, Welcome to the 2004 Youth Edition of the Career Development Resource Guide and User's Guide for Career Choices in North Carolina. You can access the guide online at www.soicc.state.nc.us/soicc/products/usergde.htm and from SOICC’s CD that combines Youth and Adult Editions of the User’s Guide, a particularly useful format for professionals who work with adults as well as children. Your registration and attendance at regional Career Choices Workshops this fall will include a paper copy of the guide. When you attend a fall Career Choices in NC workshop, you will also receive several other resources. We will send copies of the Family Tool Kit that DPI and SOICC jointly developed. This resource will continue to grow as counselors, CDCs, and educators send us additional activities. The English version of Family Tool Kit can be downloaded from SOICC’s website at http://www.soicc.state.nc.us/soicc/products/toolkit.pdf. The Spanish Family Tool Kit will be available online in this same area by December 2004.
Additionally, a Spanish version of the User’s Guide is under development and includes a variety of Self-Assessment and Career Exploration activities that parallel those from the English version. By December, you will be able to go to the Products section of the SOICC website to download this resource.
To keep up to date with conference information, useful sites, and links to professional associations as well as practical and thought-provoking career development articles, go to SOICC’s home page at www.ncsoicc.org and read the Monthly News Flash. From the home page, check out SOICC’s workshop schedules, products (including a large number of online publications), services, and NC Careers. Be sure to note this fall's Career Choices in NC workshop schedule and join us for one in your region. Sincerely,
Judy Woodson Bruhn
Executive Director, NC SOICC
Barbara M. Efird
Author, User's Guide
Barbara S. Wiggins
Author, User's Guide
Community College System Department of Commerce Department of Correction
Department of Labor Department of Public Instruction Division of Aging Department of Juvenile Justice and Division of Services for the Blind Employment Security Commission Delinquency Prevention Employment and Training University of North Carolina Vocational Rehabilitation Services NC SOICC North Carolina’s Career Resource Network
38th Annual National Career Development Month
November 2004
National Career Development Week is November 15 – 19, 2004
National Career Development Day is Wednesday, November 19, 2004
Poster and Poetry Contest
Theme – “My Career: Imagine the Possibilities!”
Contest deadlines are as follows:
November 19th – Building/School Contest winners (1st, 2nd, 3rd place) should be sent to the County or District
December 6th – County or District winners (1st, 2nd, 3rd place) should be sent to the State Contest.
Please send entries to:
Judy Woodson Bruhn,
Executive Director, NC SOICC
PO Box 25903
Raleigh, NC 27611
January 21, 2005 – SOICC sends state winners to NCDA
April 15, 2005 – National results will be posted on the NCDA website
For further information about eligibility, requirements for poster and poetry please check the SOICC website: www.ncsoicc.org.
Sponsors of the North Carolina Poster and Poetry Contest: the North Carolina Career Development Association and the NC SOICC
http://www.nccounseling.org
For more information on membership and conference in each division, select branches and divisions to be connected to an affiliated organization. NC SOICC North Carolina’s Career Resource Network
NC SOICC North Carolina’s Career Resource Network
North Carolina's Career Resource Network
Career and Occupational Information
Schedule of Career Development workshops and system training
Help with self-assessment, career exploration and job search
Visit the Virtual library in CX Online
Our 2004 Products and Services Catalog
Find education, job search, labor market and other useful links
Monthly News Flash: Timely News Items about events, workshops and site updates. A special news service for career development professionals.
Printable Forms & Publications: Using the freely available Abode Reader browser plug-in, users can view and print a variety of forms and publications. Current items include product order forms and workshop schedule with others planned for near future.
http://www.ncsoicc.org/
NC SOICC North Carolina’s Career Resource Network
NATIONAL CAREER DEVELOPMENT GUIDELINES
Elementary
Middle/Junior High
High School
Adult
Self-Knowledge
Knowledge of the importance of self-concept
Knowledge of the influence of a positive self-concept
Understanding the influence of a positive self-concept
Skills to maintain positive self-concept
Skills to interact with others
Skills to interact with others
Skills to interact positively with others
Skills to maintain effective behaviors
Awareness of the of importance of growth and change
Knowledge of the importance of growth and change
Understanding the impact of growth and development
Understanding developmental changes and transitions
Awareness of the benefits of educational achievement
*Knowledge of the benefits of educational achievement to career opportunities
*Understanding the relationship between educational achievement and career planning
Skills to enter and participate in work and life-long learning
Awareness of the relationship between work and learning
*Understanding the relationship between work and learning
*Understanding the need for positive attitudes toward work and learning
Skills to locate, evaluate and interpret career information
Skills to understand and use career information
*Skills to locate, understand, and use career information
*Skills to locate, evaluate and interpret career information
*Skills to prepare to seek, obtain, maintain and change jobs
Awareness of the importance of personal responsibility and good work habits
*Knowledge of skills necessary to seek and obtain jobs
*Skills to prepare, seek, obtain, maintain and change jobs
*Understanding how societal needs and functions influence the nature and structure of work
Awareness of how work relates to the needs and functions of society
*Understanding how work relates to the needs and functions of the economy and society
*Understanding how societal needs and functions influence the nature and structure of work
Career Planning
Understanding how to make decisions
*Skills to make decisions
*Skills to make decisions
*Skills to make decisions
Awareness of the interrelationship of life roles
*Knowledge of the interrelationship of life roles
*Understanding the interrelationship of life roles
Understanding the impact of work on individual and family life
Awareness of different occupations and changing male/female roles
*Knowledge of different occupations and changing male/female roles
*Understanding the continuous changes in male/female roles
*Understanding the continuous changes in male/female roles
Awareness of the career planning process
*Understanding the process of career planning
*Skills in career planning
Skills to make career transition
i
NC SOICC ii North Carolina’s Career Resource Network
THE NATIONAL STANDARDS FOR SCHOOL
COUNSELING PROGRAMS
EXECUTIVE SUMMARY
After extensive research and review, the American Counselor Association announces the establishment of the National Standards for School Counseling Programs.
National Standards:
• help school systems identify what students will know and be able to do as a result of participating in a school counseling program;
• establish similar goals, expectations, support systems and experiences for all students; serve as an organizational tool to identify and prioritize the elements of an effective school counseling program; and
• provide an opportunity to discuss the role of counseling, programs in school to enhance student learning .
WHY SCHOOL COUNSELING PROGRAMS?
The purpose of a counseling program in a school setting is to promote and enhance the learning process. The goal of the program is to enable all students to achieve success in school and to develop into contributing members of our society. A school counseling program based upon national standards provides all of the necessary elements for students to achieve success in school. This programmatic approach helps counselors to:
• continuously assess their students needs; identify the barriers and obstacles that may be hindering student success; and
• advocate for programmatic efforts to eliminate these barriers. School success requires that students make successful transitions and acquire the attitudes, skills, and knowledge that are essential to the competitive workplace of the 21st century.
WHAT ARE THE NATIONAL STANDARDS?
The National Standards for School Counseling Programs facilitate student development in three broad areas:
Academic Development
Career Development
Personal/Social Development
The standards provide the guidance, direction and the framework for states, school systems and individual schools to develop effective school counseling programs. There are three standards for academic development, career development, and personal/social development. These nine standards are followed by a list of student competencies or desired student learning outcomes. These define the specific knowledge, attitudes and skills that students should obtain or demonstrate as a result of participating in a school counseling program. These competencies form a foundation, which can be used as a basis to develop measurable indicators of student performance.
Academic Development
The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. Academic development includes:
• acquiring skills, attitudes, and knowledge to learn effectively;
• employing strategies to achieve success in school; and
• understanding- the relationship of academics to the world of work, and to life at home and in the community.NC SOICC iii North Carolina’s Career Resource Network
Career Development
Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work. Career development includes:
• strategies to achieve future career success and job satisfaction;
• fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and
• the development of career goals by all students as a result of career awareness and experiential activities.
Personal/Social Development
Program standards for personal/social development serve as a guide for the school counseling, program to provide the foundation for personal and social growth, which contributes to academic and career success. Personal/social development includes:
• the acquisition of skills, attitudes, and knowledge which helps students to respect self and others;
• the use of effective interpersonal skills; the employment of safety and survival skills;
• understanding the obligation to be a contributing member of our society; and the ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century.
[Extracted from The National Standards for School Counseling Programs, American School Counselor Association (1997)]
THE NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS
Academic Development
Standard A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
Standard B. Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.
Standard C. Students will understand the relationship of academics to the world of work, and to life at home and in the community.
Career Development
Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Standard B. Students will employ strategies to achieve future career success and satisfaction.
Standard C. Students will understand the relationship between personal qualities, education and training, and the world of work.
Personal/Social Development
Standard A. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.
Standard B. Students will make decisions, set goals and take necessary action to achieve goals.
Standard C. Students will understand safety and survival skills.NC SOICC North Carolina’s Career Resource Network
TABLE OF CONTENTS
NC SOICC letter
National Career Development Month
North Carolina Counseling Association
SOICC Home Page
National Career Development Guidelines
i
The National Standards for School Counseling Programs
ii
LESSON PLANS
Sample Workshop Outline
1
Career Development Activity
2
Overview of Career Choices
3
Career Planning Process
4
Career Decision-Making
5
Self - Assessment and Work Values
6
Career Planning Pyramid
7
Career Awareness
8
Career Exploration – Profiles
9
Soaring to Success - Characteristics of Successful People
10
Lifestyles of the Working World
11
Career Exploration - Non-Traditional Careers
12
Non - Traditional Careers
13
Career Women
14
Entrepreneurs
15
The Cost of Working
16
Career Days
17
Pathway Fairs
18
Industry Visits
20
Career Trends and Skills
23
Tomorrow's Jobs: What's Hot?
24
Hear Ye, Hear Ye, Read All About It!
25
Career Presentations
26
Educational Options
27
Education Investment
28
Education Planning
29
Lifelong Learning
30
Networking
31
Job Seeking Skills
32
Job Search Using the Classified Want Ads
33
Job Market Research
34
Resume Development
35
Interviewing Skills
36
Intergenerational Interviews
37
Follow-Up Procedures
38
On-Line Job Search
39
Portfolio Development
40
Career Keno
41
Career Explorer
42
National Career Development Month
43
Community Connection
44
Parent Connection
45
Skills Treasure Chest
46 NC SOICC North Carolina’s Career Resource Network
Dress for Success
47
Experiential Learning
48
Career Center Brochure
49
ACTIVITES
I. Self-Assessment
Career Planning Process
I-1
Self-Assessment
I-2
Activity 1 - People, Data, Things, Ideas
I-3
Activity 2 - Career Assessment Guide
I-9
Activity 3 - The Career Key
I-19
Holland's Occupations and College Majors
I-28
Activity 4 - Lifestyle Considerations
I-31
Activity 5 - Career Planning To Do List
I-32
Activity 6 - Career Values Auction
I-33
Activity 7 - Career Planning Pyramid
I-34
Activity 8 - Career Awareness –Alphabet
I-35
Activity 9 - Family Job Tree
I-36
Activity 10 - Picture This
I-37
II. Career Exploration
Career Exploration
II-1
Activity 11 - Career Exploration
II-4
Activity 12 - Career Research
II-5
Activity 13 - Job Outlook
II-7
Occupations with the Fastest Annual Growth Rate in NC
II-8
Occupations with the Most Annual Openings in NC
II-9
Activity 14 - Non-Traditional Careers
II-10
Activity 15 - Career Women
II-11
Activity 16 - Am I an Entrepreneur?
II-12
Activity 17 - Entrepreneurs –Research
II-13
Activity 18 - Career Information Interview
II-14
Scans Skills Definitions
II-15
Activity 19 - Scans Skills
II-18
Activity 20 - Soaring to Success
II-19
Activity 21 - Skills Scavenger Hunt
II-21
Activity 22 - Research a Company
II-22
Activity 23 - Goal Setting
II-23
Myths About Career Decision Making
II-24
Activity 24 - The Seven Steps to Decision Making
II-25
Activity 25 - Decision Making Worksheet
II-26
Activity 26 - Pathways Fairs Flier
II-27
Activity 27 - Career Portfolio
II-29
Activity 28 - Portfolio Component
II-30
Activity 29 - Career Portfolio Rubric
II-32
Activity 30 - Career Center Brochure
II-33
III. Education and Training
Education and Training Choices After High School
III-1
Activity 31 - Education and Work Timeline
III-2
Activity 32 - Education Crossword
III-3
Activity 33 - Educational Options
III-5
Activity 34 - Learning Power
III-6 Activity 35 - Choosing a College
III-7
College Information 2003 – 2004
III-9
Facts Sheet for Financial Aid
III-12
College Vision Fund
III-15
Activity 36 - Sample Questions for a Military Recruiter
III-16
Activity 37 – Treasure Chest of Skills
III-17
Activity 38 – Skills Treasure Chest
III-18
Activity 39 – Experiential Learning
III-20
IV. Job Search
Job Search
IV-1
Resumes
IV-2
Developing a career objective
IV-3
Chronological Resume
IV-4
Functional Resume
IV-5
Electronic Resume
IV-6
Resume Word List
IV-7
Sample Resumes
IV-8
Resume Worksheet & Instructions
IV-13
Activity 40 - Resume Worksheet
IV-14
Resume Development Checklist
IV-15
Activity 41 - Resume Rubric
IV-16
How to Write a Cover Letter
IV-17
Activity 42 - Cover Letters
IV-18
Letter of Application for Summer Internship or Employment
IV-19
Activity 43 - Interview Practice Questions
IV-20
What Employers are Looking for in an Interview
IV-21
Activity 44 - Job Interview Checklist
IV-22
Activity 45 - Evaluation Forms
IV-23
Activity 46 - Follow-up Procedure
IV-24
References and Letters of Recommendation
IV-25
Activity 47 - Photo Recommendation
IV-26
Networking
IV-27
Activity 48 - Networking Map
IV-28
Activity 49 - Telephone Script for Networking Contact
IV-29
Activity 50 - Reading Classified Ads
IV-30
Answering Help Wanted Ads
IV-31
Activity 51 - Sample Employment Application
IV-32
Using the Internet in Your Job Search
IV-33
Job Search on the Internet
IV-34
Activity 52 - On-Line Job Search
IV-35
Job Market Research
IV-37
Activity 53 - Job Market Research
IV-39
Keeping a Job
IV-40
Activity 54 - Sample Monthly Budget
IV-41
Negotiation Skills
IV-42
Activity 55 - Career Keno
IV-43
Career Keno
IV-44
Activity 56 - Tri-Fold Brochure
IV-45
Activity 57 - Presentation Rubric
IV-48
Dress for Success – Interview Attire
IV-49
Activity 58 – Interview Attire Rubric
IV-50
Activity 59 – Dress for Success – Interview Attire
IV-51
Work Based Learning
IV-52
NC SOICC North Carolina’s Career Resource Network
ADDITIONAL RESOURCES
V. Resources: Internet and Publishers
Career and Job Information Sources on the Internet
V-2
Additional Resources – Publications
V-5
Additional Resources – Publishers
V-10
VI. Special Audiences
Career Planning with Special Program Students
VI-1
Activity 60 - Special Programs Career Plan of Action
VI-2
Career Development Checklist
VI-3
Relevant Assessment Questions for Career Development
VI-4
Lesson Plan - Special Programs Transition Planning Timeline
VI-5
Questions Parents Can Ask During the Transition Planning Process
VI-8
Assessment for Parents
VI-9
Special Needs Sites
VI-13
North Carolina Assistive Technology Program
VI-14
VII. Parents as Partners in Career Planning
Using Career Choices with Parents
VII-1
Development Traits
VII-3
Parent Survey for Career Development and Work-Based Learning
VII-4
Fliers for Parent
VII-5
NC SOICC North Carolina’s Career Resource Network
Lesson Plans
The following Lesson Plans focus on career development competencies in all areas: self-knowledge and career planning, occupational and education exploration, job search. A staff development Sample Workshop Outline and Activity Sheet is also included (p. 1 & 2) for teacher-counselor teams interested in developing additional subject-specific classroom lesson plans.NC SOICC 1 North Carolina’s Career Resource Network
SAMPLE WORKSHOP OUTLINE
Title: Career Development Workshop
Time: One to three six hour days (hours beyond six are for writing and critiquing activities)
Materials: Copies of the National Career Development Guidelines for each participant.
Competencies from the NC Programs of Study for the grade levels involved.
Goals for NC Counseling programs.
Paper, pens and pencils.
Chart paper and markers.
Activity sheets
Evaluation sheets (if appropriate)
Credit sheets (if appropriate)
I. An overview of the career planning process
A. The significance of the National Career Development Guidelines
B. The Goals for NC Counseling programs
C. The National Standards for School Counseling Programs.
II. What are you already doing in your school?
A. Brainstorm a list of school activities (i.e. character education)
B. Have members of the group share with others those things on their list.
C. Ask how each one could be linked to career awareness.
D. Have groups locate examples from the standard course of study (Programs of Study) of things that are career-related.
E. Have members of the group match these examples with competencies and indicators from the National Career Development Guidelines.
III. In groups of two, prepare a sample career development activity. Exchange activity with another group. Each group should see if they have enough information to teach the activity, or if not, list what they still need. Answer any general questions.
IV. Have each participant write an individual activity from one of the core curriculum areas. Exchange the completed activity with another participant. Critique the activity. Share that with the author of the activity. Answer any general questions.
V. Continue writing and critiquing activities until each participant has written four or five from different curriculum areas.
A. Be sure to include healthful living and the arts.
B. Be sure that special needs students have been included.
VI. Someone should be responsible for editing, duplicating and distributing the activities. CAREER DEVELOPMENT ACTIVITY
TITLE:
SUBJECTAREA(S):
GRADELEVEL(S):
CAREER DEVELOPMENT COMPETENCY:
CAREER DEVELOPMENT PERFORMANCE INDICATOR:
ACADEMIC OBJECTIVE:
ACTIVITY:
LEARNER OUTCOME:
RESOURCES:
TIME REQUIRED:
NC SOICC 2 North Carolina’s Career Resource Network
LESSON PLAN: Overview of Career Choices
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6. Gain skills to locate, understand and use career information.
12. Gain skills in career planning.
FOCUS AND REVIEW
• Presentation of Career Choices to demonstrate to students:
- availability of career information at their school
- connection between their education and their career goals
- how occupations can be organized or classified for easier retrieval of information.
2. STATEMENT OF OBJECTIVES
• Student will understand the relationship between education and work.
• Student will learn how to locate, evaluate and interpret career information.
• Student will learn methods of classifying occupations.
3. TEACHER INPUT
• Ask the students, collectively in groups or the classroom as a whole, to list occupations that they know. Try to get at least 25-30 different careers written for all students to see.
• Define career clusters as an organizational system of classifying careers. Discuss how clustering can aid in doing career research. Return to the list of careers and discuss different ways they can be clustered.
• Instruct the class to find a career cluster from Career Briefs that is of interest to them.
4. GUIDED PRACTICE
• Discuss and clarify the headings on the Career Briefs (occupation, work description, education suggested, job outlook, etc.)
• Discuss the stated education requirements for various occupations.
5. INDEPENDENT PRACTICE
• Assign an appropriate research project. Activity 2, Career Assessment Guide can be completed using information in Career Choices only. Activity 3, The Career Key requires using information in Career Choices and other additional resources.
6. CLOSURE
• Inform students where in your school further career information is located. Inform students the role of technology and the Internet in career information and encourage them to locate information to share at a later class time.
NC SOICC 3 North Carolina’s Career Resource Network
LESSON PLAN: Career Planning Process
ARTICLES: Career Planning, Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand relationship between educational achievement and career planning.
12. Understand career planning process; gain skills in career planning.
1. FOCUS AND REVIEW
• Presentation of the Career Planning Process to demonstrate to students:
-the process or method that they will utilize throughout their lives to reach their career goals.
-the importance of starting with self assessment.
-a method of assessing their interests, abilities, personality and values.
2. STATEMENT OF OBJECTIVES
• Student will understand the career planning process.
• Student will learn how to assess their interests, abilities, personality and values.
• Student will learn methods of self-assessment and how it relates to their career choices.
3. TEACHER INPUT
• Define the career planning steps as described in Career Choices.
• Review components of self-assessment. Explain the Holland Code and the concepts of working with people, data, things or ideas in relation to self and career exploration.
4. GUIDED PRACTICE
• Students should review the self-assessment pages. Ask the students which areas are most appropriate for them.
• Use Activity 3, The Career Key, to explain Holland's Personality and occupational themes.
• Discuss the concepts of working with people, data, things, or ideas in relation to self and career exploration.
5. INDEPENDENT PRACTICE
• Select another self-assessment activity from the User's Guide, for example: Activity 1, People, Data, Things and Ideas or Activity 2, Career Assessment Guide which uses career clusters from the Guide for Occupational Exploration.
6. CLOSURE
• Inform students how to bridge from self-assessment to career exploration in the Career Briefs by using the symbols for People, Data, Things or Ideas; the career clusters, and/or the Holland Codes. Use the summary sheet for each activity and file in student portfolios.
Technology Connection: NC Careers www.nccareers.org has the Career Key as an assessment and will also provide career matches. NC Career Explorer has an assessment that connects with career information.
NC SOICC 4 North Carolina’s Career Resource Network
LESSON PLAN: Career Decision-Making
ARTICLES: Career Planning and Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
9. Understand how to make decisions and choose alternatives related to tentative educational and career goals.
1. FOCUS AND REVIEW
• Present concepts of decision-making:
- a necessary skill to be developed before leaving high school.
- different decision making styles are unique to individuals.
- career decision-making is similar to other decisions people make throughout their day.
2. STATEMENT OF OBJECTIVES
• Student will identify the seven steps to decision-making.
• Student will apply the model to an everyday decision and a career decision.
3. TEACHER INPUT
• Plan an activity which requires the class to set goals. Re-visit the goal during various times in the quarter or semester to determine if the goal is still important to the class and if appropriate time is being dedicated to its completion.
• Set short-term goals for the class to have them experience the goal setting process.
4. GUIDED PRACTICE
• Discuss Myths About Career Decision-Making (II-24). Have each student learn the seven steps to decision making as it applies to all ordinary everyday events and how it applies to a career decision.
• Review Activity 24, Seven Steps to Decision-Making.
5. INDEPENDENT PRACTICE
• Activity 25, Decision Making Worksheet.
6. CLOSURE
• Some students have difficulty making decisions. Encourage these students to discuss these issues with school counselors for further assistance. Often poor decision-making is more than the lack of a model to follow and can be warning of poor self-esteem. Many students require lots of assistance with college and career decisions and others are able to move quickly through the process. Keep this lesson positive with information on how to seek further assistance at your school.
NC SOICC 5 North Carolina’s Career Resource Network
LESSON PLAN: Self-Assessment and Work Values
ARTICLE: Self-Assessment
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
1.1 Identify and appreciate personal characteristics
10.2 Describe factors that determine lifestyles
1. FOCUS AND REVIEW
• Interactive discussion (Q & A) to help the students understand connections between their current life and their future life:
How many hours per day do the students spend in school?
Do they like what they are doing?
How many hours do they think they will work per day?
(During their working lives, most students will work 40-60 hours per week for 30+ years.)
Will they choose the type of work they do based on what they like to do?
2. STATEMENT OF OBJECTIVES
�� Students will brainstorm work values.
• Students will identify characteristics of the workplace that are important to them.
3. TEACHER INPUT
• Review the Self Assessment Section of Career Choices and discuss the definition of work values.
• Identify work values such as income, work setting (inside, outside, office, home, etc.), hours and days working, structured vs. non-structured environment, working with one's hands, relocation and travel, helping others, working alone, leadership, growth, etc.
4. GUIDED PRACTICE
• Form small groups of three to four students. Have students brainstorm and record a list of reasons for working or selecting a particular career.
• Record on the chalkboard all items identified by each group. You may want to do this in a round robin fashion so all groups have opportunity to participate.
5. INDEPENDENT PRACTICE
• Distribute Activity 6, Career Values Auction and ask students to complete.
• Each student may verbally share their highest bid or encourage students to place their name next to their highest value on the chalkboard.
6. CLOSURE
• Review assessment factors and work values and summarize the student choices.
Technology Connection: Using NC Careers http://www.nccareers.org/ or NC Career Explorer, students may learn more about work values and characteristics of a career of their choice.
NC SOICC 6 North Carolina’s Career Resource Network
LESSON PLAN: Career Planning Pyramid
ARTICLE: Career Planning, Work-Based Learning and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4.3 Describe how skills developed in academic and vocational programs relate to career goals.
9.4 Identify appropriate choices during high school that will lead to marketable skills for entry-level employment or advanced training.
1. FOCUS AND REVIEW
• Discuss the personal examples of others pertaining to career development. Include information relating to high school experiences and after, which show the importance of education, planning and work-based learning.
• Students may complete one of the self-assessment units before this lesson.
• A review of SCANS skills found in the User's Guide should occur.
2. STATEMENT OF OBJECTIVES
• Students will use the career planning process.
• Students will identify strategies for career exploration and training during the next five years.
3. TEACHER INPUT
• Review Career Briefs with the students.
• Discuss the Career Planning and Work Based articles and processes.
4. GUIDED PRACTICE
• Students select a career of their choice from the "Career Briefs."
• Complete Activity 19, SCANS Skills.
5. INDEPENDENT PRACTICE
• Assign Activity 21, Skills Scavenger Hunt, so students can learn more about the importance of skills development in the workplace.
• The use of Activity 23, Goal Setting, will help students create a plan for the next five years.
• Students are to complete Activity 7, Career Plan Pyramid.
6. CLOSURE
• Students may share their Action Plans from Activity 7, Career Plan Pyramid. Discuss who they should share this information with; friends, parents, guidance counselors, etc.
Technology Connection: The Internet has several sites for exploration of the career planning process. Refer to the Resources section of the User's Guide.
NC SOICC 7 North Carolina’s Career Resource Network
LESSON PLAN: Career Awareness
ARTICLE: Self-Assessment and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
1.1 Identify and appreciate personal interests, abilities and skills.
7.7 Demonstrate skills to assess occupational opportunities.
1. FOCUS AND REVIEW
• Students will have opportunity to review assessment options and explore career options.
2. STATEMENT OF OBJECTIVES
• Students will identify personal interests, abilities and skills.
• Students will list a variety of career options.
3. TEACHER INPUT
• Review the Assessment section of the tabloid to help students become familiar with information about various self-assessment tools.
• Select a self-assessment tool to use with the students, such as Activity 1, People, Data, Things, Ideas or Activity 3, The Career Key found in the Assessment Section of this guide.
4. GUIDED PRACTICE
• Students complete the assessment tool selected.
5. INDEPENDENT PRACTICE
• Students complete Activity 8, Career Alphabet.
6. CLOSURE
• Review the careers identified by the students and the ones that are of particular interest to individuals. Discuss the connections between their individual career interests and responsibilities and activities related to various careers.
• Pages could be posted or a bulletin board developed to illustrate various careers and highlight students' interests.
Technology Connection: NC Career Explorer's Daily News would provide a variety of new careers to add to the Alphabet. Using the Internet, students could locate careers to complete their Career Alphabet. An extension of the activity would be to research careers the students are not familiar with through use of the Internet.
NC SOICC 8 North Carolina’s Career Resource Network
LESSON PLAN: Career Exploration - Profiles
ARTICLE: Career Profiles and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
6.6 Identify individuals in selected occupations as possible information resources, role models or mentors.
6.1 Describe the educational requirements of various occupations.
1. FOCUS AND REVIEW
• Learning about careers through those involved in them helps students to understand the expectations of the job and to better plan their career path.
2. STATEMENT OF OBJECTIVES
• Students will learn about factors influencing career choices.
• Students will identify a career cluster of interest.
• Students will identify educational expectations for a career of choice.
3. TEACHER INPUT
• Review the Career Briefs section of the tabloid to help students become familiar with career options.
• Review Career Profiles provided in the tabloid. Additional career profiles may be secured from magazines or the Internet.
• Hand out Activity 18, Career Informational Interview, or refer to questions in Career Choices.
4. GUIDED PRACTICE
• Students select one of the Career Clusters from the Career Briefs section. Students should sit in groups according to clusters to encourage sharing of information.
5. INDEPENDENT PRACTICE
• Students select and read one of the Career Profiles. Complete the Career Questions. Review the findings with their group and class.
• Each group identifies a career representative that they would like to have participate in Career Days.
6. CLOSURE
• Review factors that impact career choices.
Technology Connection: Using the Internet (NC Career Explorer is a useful site), complete chats with professionals in the field.
NC SOICC 9 North Carolina’s Career Resource Network
LESSON PLAN: Soaring to Success – Characteristics of Successful People
ARTICLES: Career Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the impact of growth and development.
1. FOCUS AND REVIEW
• Review Career Profiles to be able to assist students in gathering information.
• Become familiar with Activity 20, Soaring to Success and Activity 19, SCANS Skills.
2. STATEMENT OF OBJECTIVES
• Students will consider characteristics for success in the workplace.
• Students will assess their own development of success characteristics.
• Students will review Career Profiles to gather information about characteristics considered important to success in the workplace.
3. TEACHER INPUT
• Discuss characteristics of successful people.
• Review Activity 19, SCANS Skills.
4. GUIDED PRACTICE
• Discuss examples of successful people.
• Using the Career Profiles, review one of the interviews as a class and identify characteristics of successful people.
5. INDEPENDENT PRACTICE
• Complete Activity 19, SCANS Skills.
• Students complete Activity 20, Soaring to Success.
• Students select a Career Profile and identify characteristics of success.
6. CLOSURE
• Students share with the class their reflections on the characteristics of the profile they selected and a characteristic of success that they possess.
• Hang or display the planes in the room.
Technology Connection: Using the questions from Activity 20, Soaring to Success complete an on-line interview with career professionals to determine what they consider important to career success.
Special Programs Adaptations: Ask career professionals to visit the classroom to highlight their view of career success in careers of interest to the students.
NC SOICC 10 North Carolina’s Career Resource Network
LESSON PLAN: Lifestyles of the Working World
ARTICLES: Career Planning, Self-Assessment, The Cost of Working
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
8. Understanding how societal needs and functions influence the nature and structure of work.
10. Understand the interrelationship of life roles.
1. FOCUS AND REVIEW
• Review the Career Planning Process and Self Assessment sections in the User’s Guide and Career Choices. Review The Cost of Working in Career Choices.
2. STATEMENT OF OBJECTIVES
• Students will consider lifestyle choices.
• Students will compare lifestyle options as determined by career choices.
3. TEACHER INPUT
• Define lifestyle.
• Review the Career Planning Process, Self-Assessment and Cost of Working sections with the students.
4. GUIDED PRACTICE
• Students should brainstorm lifestyle factors in small groups. Create a list for the whole class to view using a chalkboard, posters or the computer.
• Discuss lifestyles of various people they know or have heard about. Let the students introduce those they would like to discuss, such as Michael Jordan, the president of the United States, Bill Gates with Microsoft, etc. Encourage students to consider the lifestyles of people in their community, including parents and grandparents.
• Discuss cost of living as reflected in The Cost of Working section.
5. INDEPENDENT PRACTICE
• Complete Activity 4, Lifestyle Considerations. Students could prepare posters showing their lifestyle preferences.
• Students should select a career from Career Briefs and prepare to discuss the lifestyle provided through that career. This may include selection of housing options and completion of a budget.
6. CLOSURE
• Contrast the different lifestyles selected by the students to those discussed earlier. Have students discuss ways to achieve their desired lifestyles.
Technology Connection: NC Careers www.nccareers.org has information which could be used with this lesson. NC Career Explorer has an assessment that can be completed, careers selected and lifestyles considered based on that information. Students could send e-mail questions in reference to lifestyle.
NC SOICC 11 North Carolina’s Career Resource Network
LESSON PLAN: Career Exploration - Non-Traditional Careers
ARTICLE: Non-Traditional Careers (located in the User's Guide) and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
11.1 Identify factors that have influenced the changing career paths of women and men.
11.3 Demonstrate attitudes, behaviors and skills that contribute to eliminating gender bias and stereotyping.
1. FOCUS AND REVIEW
• Discussion with a review of stereotypical male/female jobs thirty years ago, when most mothers stayed home. How is life different today? How are job opportunities different?
2. STATEMENT OF OBJECTIVES
• Students will explore differences in attitudes toward work between women and men.
3. TEACHER INPUT
• Review Career Briefs with the students.
4. GUIDED PRACTICE
• Using the Career Briefs as a resource, students should list jobs that they perceive as being predominately male or female. List ten of each.
• Discuss the differences in the two lists. Are there differences in salary, where they work, the type of work they do, education required, status?
5. INDEPENDENT PRACTICE
• Review Activity 14, Non-Traditional Careers.
• Students may write an article illustrating their selection of a non-traditional career and support for their position.
• Activity 18, Career Information Interview, could be used to gather information related to non-traditional careers. Encourage students to add questions to the interview to learn more about the rewards and challenges of non-traditional careers.
6. CLOSURE
• Ask students to share their thoughts from their articles and interviews.
Note: Students may wish to invite professionals working in non-traditional careers to speak to the class. To further help students understand the rewards and challenges, they may be encouraged to job shadow at the work site.
Technology Connection: Articles could be written using a word processing program. The article could be written in conjunction with an English teacher, utilizing a writing style identified in their curriculum. The Internet could be used to explore non-traditional careers.
NC SOICC 12 North Carolina’s Career Resource Network
LESSON PLAN: Non-Traditional Careers
ARTICLES: Non-Traditional Careers, The Cost of Working, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the continuous changes in male/female roles.
1. FOCUS AND REVIEW
• Define non-traditional careers.
• Divide the students into groups. Each group should create two lists:
• Non-traditional careers for women.
• Non-traditional careers for men.
• Discuss factors that may have impacted their choices.
2. STATEMENT OF OBJECTIVES
• Students will access career development resources.
• Students will use labor market information.
• Students will consider non-traditional career opportunities.
3. TEACHER INPUT
• Review Cost of Working article from Career Choices with students.
• Review Career Briefs.
• Highlight Non-Traditional Profiles.
4. GUIDED PRACTICE
• Select an example of a non-traditional career for a male and a female. Create a chart on the blackboard identifying the education and salary level for each.
5. INDEPENDENT PRACTICE
• Each group is to create a chart and answer the following questions:
• How do the educational requirements differ between non-traditional careers for men and women?
• How do the salary levels differ between non-traditional careers for men and women?
• Which non-traditional career would each member of the group consider interesting?
6. CLOSURE
• Each group should report their findings.
Technology Connection: Visit Women's History websites: (examples are listed in the following Lesson Plan: Career Women.) The students could create spreadsheets or charts to reflect their findings.
NC SOICC 13 North Carolina’s Career Resource Network
LESSON PLAN: Career Women
ARTICLES: Non-Traditional Careers
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the continuous changes in male/female roles.
1. FOCUS AND REVIEW
• Define non-traditional careers.
• Create a list of famous career women on the blackboard using a brainstorming format.
• Review concepts of the lesson.
2. STATEMENT OF OBJECTIVES
• Students will identify career women in history.
• Students will define non-traditional careers.
• Students will complete a research project about career women.
3. TEACHER INPUT
• Review Activity 14, Non-Traditional Careers.
• Gather and review information from these or other women's history websites:
Distinguished Women of Past and Present (www.distinguishedwomen.com)
Women’s History (womenshistory.about.com)
National Women’s History Project (www.nwhp.org)
National Museum of Women’s History (www.nmwh.org)
• Review expectations of the research paper.
4. GUIDED PRACTICE
• Discuss one of the career women from Activity 15, Career Women.
• Identify resources used to gather information about this Career Woman.
• Visit the Media Center Coordinator to review research processes.
5. INDEPENDENT PRACTICE
• Complete Activity 15, Career Women.
6. CLOSURE
• Each student provides a synopsis of their research to the class.
Technology Connections: This information could be inserted into a tri-fold pamphlet format or a PowerPoint or HyperStudio presentation. Students could complete their research on-line.
NC SOICC 14 North Carolina’s Career Resource Network
LESSON PLAN: Entrepreneurs
ARTICLES: Entrepreneurs, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Define entrepreneur.
• Review Career Choices articles.
2. STATEMENT OF OBJECTIVES
• Students will define entrepreneur.
• Students will identify entrepreneurs.
• Students will complete research about entrepreneurs.
3. TEACHER INPUT
• Review Activity 16, Am I an Entrepreneur and Activity 17, Entrepreneur – Research.
4. GUIDED PRACTICE
• Discuss one of the entrepreneurs from Activity 17, Entrepreneur – Research.
• Identify the resources used to gather information about this entrepreneur.
• Ask the Media Center Coordinator to review research processes.
5. INDEPENDENT PRACTICE
• Complete Activity 16, Am I an Entrepreneur and Activity 17, Entrepreneur – Research.
6. CLOSURE
• Each student provides a synopsis of their research to the class.
Technology Connection: This information could be inserted into a tri-fold pamphlet format or PowerPoint or HyperStudio presentation. Students could complete their research on-line.
NC SOICC 15 North Carolina’s Career Resource Network
LESSON PLAN: The Cost of Working
ARTICLE: Cost of Working and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to make decisions
1. FOCUS AND REVIEW
• Interactive discussion about cost of working. Ask students about the living costs that they currently have. What kind of car do they/would they like to drive? Where do they like to vacation? Where would they like to live? Reflect current costs.
2. STATEMENT OF OBJECTIVES
• Students will identify a career and corresponding salary.
• Students will complete a budget.
• Students will compare dollars spent according to income.
3. TEACHER INPUT
• Review Career Briefs with the students to prepare them to select a career to explore
• Review the article, "Cost of Working”
4. GUIDED PRACTICE
• Guide students through the selection of an appropriate career.
• Go over Activity 54, Sample Monthly Budget.
5. INDEPENDENT PRACTICE
• Students should calculate the monthly income from the career they have selected.
• Students should complete Activity 50, Sample Monthly Budget.
• Using a newspaper, have student's "shop" for items that fit into their budgets.
6. CLOSURE
• Review the student findings, helping them to recognize that lifestyles are impacted by our career choices.
Technology Connection: Using spreadsheets, have students compare their salaries and budgets. Using the Internet, shop for items that fit within their budgets.
NC SOICC 16 North Carolina’s Career Resource Network
LESSON PLAN: Career Days
ARTICLE: Cost of Working and Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6.6 Identify individuals in selected occupations as possible information resources, role models or mentors.
8.1 Describe the effect of work on lifestyles.
10.6 Describe different career patterns and their potential effect on family patterns and lifestyle.
A Career Day may be set up in a number of scenarios:
1. Organize a day that provides speakers to represent student interests through a survey of your students and provide opportunity for students to rotate through the speakers.
2. Connect speakers to subject matter, such as math or science, and partner with subject matter teachers to invite speakers to their classes.
3. Use Career Pathways to determine guest speakers.
4. Set up a Career Fair where students tour career tables and informally interview the professionals.
5. Using the Career Cluster groups from the Career Profile lesson, select representative speakers.
1. FOCUS AND REVIEW
• Learning about careers through those involved in them helps students to understand the expectations of the job and to better plan their career path.
2. STATEMENT OF OBJECTIVES
• Students will learn about factors influencing career choices and lifestyles.
• Students will interact with professionals from the working world.
3. TEACHER INPUT
• Review Career Briefs sections of the tabloid to help students become familiar with information needed from professionals to learn about career expectations, impact on lifestyles and family patterns.
• The class should select which career professionals will be invited to participate in the Career Day based on suggestions for the career cluster groupings. During a 50+ minute class, several speakers could participate in ten- minutes presentations.
• Introduce the career speakers.
4. GUIDED PRACTICE
• Review the section featuring Cost of Working and reflect on factors that impact lifestyles.
• Students create questions to ask the career speakers. Refer to Activity 18, Career Informational Interview.
5. INDEPENDENT PRACTICE
• Students listen to the speakers and complete their questionnaire.
6. CLOSURE
• Draw conclusions with regard to similarities and differences in career expectation and impact on lifestyle and family patterns.
Technology Connection: Students could use a word processing program to create their Career Day questions, create letters of invitation for the Career Day participants, or develop thank you letters.
NC SOICC 17 North Carolina’s Career Resource Network
LESSON PLAN: Pathway Fairs
A series on one day or half-day fairs can focus on the North Carolina graduation requirements and career pathways. There are eleven state-identified technical pathways: Agricultural and Natural Resources Technologies; Arts and Sciences; Biological and Chemical Technologies; Business Technologies; Commercial and Artistic Production Technologies; Construction Technologies; Engineering Technologies; Health Sciences; Public Service Technologies; and Transport Systems Technologies.
ARTICLES: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the relationship between educational achievement and career planning.
1. FOCUS AND REVIEW
• Identify all careers of interest within career pathways, using NC Careers on-line.
• Review selected occupations; use NC Careers and/or Career Briefs to identify employing industries for each occupation.
• Identify and locate employing industries in your region, using the internet and/or Parent Survey, to identify contacts and participants for the career fairs.
2. STATEMENT OF OBJECTIVES
• Students will consider North Carolina Career Pathways of interest and identify elective courses available at school.
• Students will identify careers in each pathway.
• Students will identify primary employers for occupations of interest.
• Students will interact with professionals.
3. TEACHER INPUT
• Review North Carolina Career Pathways and Graduation Requirements.
• Review resources: NC Careers on-line to identify occupations by pathway, NC Careers and Career Briefs (tabloid) to identify employing industry types for selected occupations, and ESC web site, Parent Survey and/or other sources to identify local employing industries.
• Select and invite appropriate industries to participate in the fairs.
4. GUIDED PRACTICE
• On NC Careers web site (www.nccareers.org) demonstrate search routine for careers by Career Pathways (Occupations tab); student selects pathway and all related careers of interest.
• Review NC Careers and Career Briefs to identify employing industry types for occupations of interest.
• Locate employing industries in your area, using resources such as the Parent Survey (Sample, in Parent Section) and/or ESC web site (www.ncesc.com) – at ESC home page, go to “Individual Services” and search on Employer Listings.
• Review Parent Survey (in Parent section of this Guide), if used.
• Discuss Activity 26, Pathways Fairs Fliers.
• Review Activity 21, Skills Scavenger Hunt.
• Set up the Pathways Fairs.
NC SOICC 18 North Carolina’s Career Resource Network
5. INDEPENDENT PRACTICE
• Students complete Activity 26, Pathways Fliers. The fliers may be given to teachers to encourage class participation, posted to advertise the events, given to business participants and/or distributed to students during the fairs.
• Students interact with Pathways Fair professionals and course representatives.
• Students complete Skills Scavenger Hunt.
6. CLOSURE
• Report findings about career pathways and professionals.
NC SOICC 19 North Carolina’s Career Resource Network
LESSON PLAN: Industry Visits
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate and interpret career information.
Skills to prepare, seek, obtain and maintain jobs.
1. FOCUS AND REVIEW
• Work-based learning offers the opportunity for students and teachers to increase their understanding of careers and the work place and to enhance the curriculum. Industry visits may take the form of field trips, job shadowing, internships, or other options.
2. STATEMENT OF OBJECTIVES
• Students will identify industries in the region.
• Students will observe career professionals in the workplace.
• Students will gather information about career expectations.
3. TEACHER INPUT
• Assist students in researching an industry and identifying careers within the industry. (Tips on following page, “Preparing for Industry Visits”).
• Review information about the industry.
• Identify connections to the curriculum.
• Review visitation processes.
4. GUIDED PRACTICE
• Have students research local industries and research careers within the industry you are going to visit.
• Using the Career Choices tabloid and/or NC Careers (www.nccareers.org), identify information about careers in the industry.
• Review Activity 19, SCANS Skills and Activity 21, Skills Scavenger Hunt.
• Review Activity 22, Research a Company.
• Review Activity 18, Career Information Interview.
5. INDEPENDENT PRACTICE
• Before visiting the industry, students complete Activity 22, Research a Company.
• During the industry visit, students complete Activity 21, Skills Scavenger Hunt.
• Students complete Activity 18, Career Information Interview.
6. CLOSURE
• Review Activity sheets.
• Students develop thank you letters.
Technology: Use the Internet, including NC Careers (www.nccareers.org), to learn more about the industries and do research about careers before the visit. Use a word processing program to complete thank you letters.
Special Programs Students: Visit with the Human Resources Department to determine the types of jobs that might be available for students with special needs. Review job descriptions to determine job expectations.
NC SOICC 20 North Carolina’s Career Resource Network
PREPARING FOR INDUSTRY VISITS
The following tips are based on the experience of school CDCs and may be of assistance:
How do I determine appropriate industries to visit?
• Identify students’ interests from completed career assessment(s).
• Identify curriculum to determine what you would like students to learn.
• Identify occupations available in local industries to determine where a visit would match with students’ interests and class curriculum.
How do I locate industries willing to host my students?
• Distribute Parent Survey for Career Development (in Parent section of this Guide). This survey will identify parents who work in local industries and may be willing to host your students.
• Identify potential industries in the Yellow Pages of the phone book and contact their Human Resources Department.
• Get a list of employers in your area from the ESC web site (www.ncesc.com) or contact the SOICC Office. From ESC’s opening screen, select “Individual Services” and search on Employer Listings.
• Contact the Chamber of Commerce and inquire about student-friendly industries.
• Consider who you know that might work in an industry and provide a contact.
• Ask community college teachers for industry contacts, or to provide a tour of their institution.
• Review the Career Briefs in the Career Choices tabloid and/or NC Careers (www.nccareers.org) and identify the primary employing industries, by occupation.
• Participate in tours offered by industry during Open Houses for the community.
Arrangements and questions to consider with industry contact when setting up an industry visit:
• Communicate clearly the educational expectations for the visit, including any curriculum competencies to be addressed; agree on the number of students to attend and time frames. A follow-up letter confirms arrangements and any additional details.
• How many students could you accommodate? Consider the limitations of the industry. It is often difficult for an industry to accommodate large numbers of students. If the number is smaller than your group, ask if they could set up a rotation during the visit to accommodate larger numbers.
• Which days of the week would be best for our visit? What time of day is best?
• How do I find your location? Where do we park? Who do we ask for when we arrive?
• Could you include demonstrations or hands-on activities for the students?
• Most industries have a variety of careers involved in their day-to-day business. For example, a manufacturing industry may have production line workers, accountants, public relations personnel, secretaries, distribution personnel, product developers and kitchen workers. You may have individual students interested in various occupations within one industry. Encourage the industry representatives to discuss the various career options during the visit.
• Are there any safety or other concerns?
Preparing students for industry visits:
• Research the industry before taking the tour. Students can use Activity 22, Research a Company. Make certain the students understand the objectives of the visit and how this connects to the curriculum.
• Prepare the students with appropriate questions to ask. Use Activity 18, Career Information Interview to create appropriate questions. Remind them that salary questions are personal, but that it is appropriate to ask about salary ranges.
NC SOICC 21 North Carolina’s Career Resource Network
• Review and use Activity 19, Scans Skills and Activity 21, Skills Scavenger Hunt to review skills needed in the workplace. This could also be used to develop questions for the visit.
• Contacts during the industry visit may provide career opportunities in the future. Suggest to students that if they subsequently have an interest in working for this industry, they can reference this visit as an opening for career or part-time job inquiry. Refer to Activity 44, Networking Map and Activity 49, Telephone Scrip for Networking for additional information.
• Survey the students to determine their career interests and the type of work they would like to do. Company representatives often like to know what interests the students have. Encourage the students to share their interests during the visit.
• The students should develop thank-you letters (Activity 46, Follow-Up Procedure) to be sent to the industry, just as they should after a job interview. Refer to the Career Choices tabloid to review the Job Application and Interviewing articles.
Remind students to:
• Dress appropriately. They are visiting career professionals and should dress as if they are in the working world.
• Be on their best behavior. They are representing your school.
• Show interest in the activities and tours.
• Ask appropriate questions.
• Practice networking skills.
• Reflect on connections to class curriculum.
NC SOICC 22 North Carolina’s Career Resource Network
LESSON PLAN: Career Trends and Skills
ARTICLES: Career Exploration –Trends and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand relationship between educational achievement and career planning.
8. Understand how societal needs and functions influence the nature and structure of work.
1. FOCUS AND REVIEW
• Presentation of the changing world of work.
• Topics to include identifying new trends in NC and in the nation and the effect the trends have on occupations.
2. STATEMENT OF OBJECTIVES
• Student will identify the several new trends in the labor market.
• Student will learn what employers are looking for in these occupations; what skills are required in the workplace.
3. TEACHER INPUT
• Discuss Activity 19, SCAN Skills with students. Have the students choose someone in their home, school or community with whom they will discuss the SCANS Skills to determine which skills are utilized in their occupation.
• Discuss the need for new skills for the new career trends.
4. GUIDED PRACTICE
• Activity 21, Skills Scavenger Hunt. Practice in class with a volunteer, parent or worker in your school. Have the students add questions they would like to discuss.
5. INDEPENDENT PRACTICE
• Activity 21, Skills Scavenger Hunt. Have the student complete an interview with someone of their choice asking them these questions and how their job has changed over the last 5, 10, or 15 years.
6. CLOSURE
• Students are expected to learn and reflect on the changes of the economy, labor market and how these projections may affect their career choice. In this exercise the purpose is to accumulate information on various skills, the changes in the skills needed for today’s jobs and also to increase their skills in communications and interviewing.
NC SOICC 23 North Carolina’s Career Resource Network
LESSON PLAN: Tomorrow’s Jobs: What’s Hot?
ARTICLE: Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6. Skills to locate, evaluate and interpret career information.
8. Understanding how societal needs and functions influence the nature and structure of work.
1. FOCUS AND REVIEW
• Review the Career Exploration section in Career Choices and Activity 13, Job Outlook in the User’s Guide. Familiarize yourself with North Carolina’s Occupations with the Most Annual Openings and Occupations with the Fastest Annual Growth Rate. Remind students as they review the occupations, that career exploration includes several factors including assessment of skills, interests and aptitudes.
2. STATEMENT OF OBJECTIVES
• Student will review information about occupations with the most annual openings and occupations with the fastest annual growth rate.
• Student will gather information pertaining to a specific career with an above average outlook.
3. TEACHER INPUT
• Using Career Choices, review the Career Exploration article with the students.
• Define the difference between occupations with the most annual openings and occupations with the fastest annual growth rate.
4. GUIDED PRACTICE
• Complete Activity 13, Job Outlook.
5. INDEPENDENT PRACTICE
• Each student should select one of the careers from either the Occupations with the Fastest Annual Growth Rate or Occupations with the Most Annual Openings.
• Complete Activity 12, Career Research.
• Students could complete a survey of the want ads to determine advertised demand and create a graph.
6. CLOSURE
• Create a bulletin board illustrating occupations with the fastest annual growth rate and occupations with the most annual openings using the information the students have gathered. The bulletin board could be placed in the Career Center or some place where others could view the information.
Technology Connection: Use PowerPoint or HyperStudio and have each student create a presentation about the career they selected. Create a graph illustrating facts about each of the careers, such as comparison of salary levels, education levels, etc.
NC SOICC 24 North Carolina’s Career Resource Network
LESSON PLAN: Hear Ye, Hear Ye, Read All About It!
ARTICLE: Career Briefs and Profiles and Career Research on the Internet
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
3. Understand the impact of growth and development.
5. Understand the need for positive attitudes toward work and learning.
6. Gain skills to locate, evaluate and interpret career information.
1. FOCUS AND REVIEW
• Teacher and students should become familiar with NC Career Explorer’s Daily News on the SOICC web site (www.ncsoicc.org) or direct subscription service.
2. STATEMENT OF OBJECTIVES
• Student will become aware of new careers and Internet career exploration.
• Student will research career information.
3. TEACHER INPUT
• Illustrate Career Explorer for the students.
• Copy one of the Daily News segments to show the students the type of information available.
• Assign a student per day, until each student has an assigned day, to print a copy of the Daily News.
4. GUIDED PRACTICE
• Using a sample of the Daily News, discuss the types of information that can be gathered. Instruct each student to select a career that may be connected to the sample (this does not need to be a career that the student is interested in personally pursuing, but is to be used as an illustrative example). Ask students to move into groups according to similar choices.
• Review the Career Briefs and Profiles to identify additional information about careers.
• Instruct each group to develop a profile of the group’s identified career and share the information with the class.
5. INDEPENDENT PRACTICE
• Each student prints the Daily News for a different day.
• Each student prepares a profile of a career identified from the Daily News, adding NC information from the Career Briefs and other resources. (see Activity 12, Career Research)
• Each student presents his/her profile to the class. This may be completed through an oral report, poster, Power Point, or other presentation format.
6. CLOSURE
• Review the career exploration process and resources used.
Technology Connection: Additional on-line resources could be used for gathering profile information.
NC SOICC 25 North Carolina’s Career Resource Network
LESSON PLAN: Career Presentations
ARTICLE: Career Choices
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to locate, evaluate and interpret career information
Skills in career planning
1. FOCUS AND REVIEW
• Review Career Choices and Activity 56, Trifold Brochures.
2. STATEMENT OF OBJECTIVES
• Students will identify information pertaining to a specific career.
• Students will present career information.
3. TEACHER INPUT
• Review Career Choices.
• Discuss presentation principles and expectations.
• Introduce Activity 57, Presentation Rubric.
4. GUIDED PRACTICE
• Select an occupation from the Career Briefs and present information about the occupations. Illustrate where the information will be placed on the tri-fold brochure.
• Identify other resources that could be used to gather information such as www.nccareers.org
or www.cfnc.org.
5. INDEPENDENT PRACTICE
• Students gather information for the brochure using Activity 12, Career Research.
• Students transfer information into the tri-fold format using directions from Activity 56, Tri-Fold Brochures.
6. CLOSURE
• Students present information to the class.
Technology Connection: Use of the computer can occur through the development of the tri-fold brochure and gathering information through web sites.
Special Program: Adapt the brochure to meet the capabilities of the students.
NC SOICC 26 North Carolina’s Career Resource Network
LESSON PLAN: Educational Options
ARTICLE: Education and Training, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the relationship between educational achievement and career planning
1. FOCUS AND REVIEW
• Review the Education and Training section.
• Review the Career Briefs and Profiles.
2. STATEMENT OF OBJECTIVES
• Students will review educational options for entrance into occupations.
• Students will identify education and training institutions related to specific occupations.
• Students will define Education Codes used in Career Choices in NC.
3. TEACHER INPUT
• Define Education Codes used in the Career Briefs and Profiles.
• Discuss Career Profiles to reflect on education and training options.
• Review educational options for entrance into occupations. For example, Purchasing Managers can enter the career through apprenticeship, community college, or a bachelor’s degree.
4. GUIDED PRACTICE
• Each student should select a career in the Career Briefs. Through a show of hands, survey the students by having them identify levels of educational entry into their selected careers. Keep a tally on the board to illustrate the variety of educational options for entry into occupations.
5. INDEPENDENT PRACTICE
• Students should complete Activity 32, Education Crossword Puzzle.
• Each student should complete Activity 33, Educational Options.
6. CLOSURE
• Reflect upon the variety of educational options for entry into occupations according to the information gathered through Activity 33, Educational Options.
Technology Connection: Students may gather additional information about educational institutions by accessing www.nccareers.org, www.cfnc.org, or the web sites of the institutions.
NC SOICC 27 North Carolina’s Career Resource Network
LESSON PLAN: Education Investment
ARTICLE: Cost of Working, Learn More to Earn More Chart, Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Understanding the relationship between educational achievement and career planning
Understanding the continuous changes in male/female roles
1. FOCUS AND REVIEW
• Review the Cost of Working and Learn More to Earn More Chart in the Career Choices tabloid. Define Education Codes as identified in the Career Briefs.
2. STATEMENT OF OBJECTIVES
• Students will discuss the correlation between education and earning potential.
• Students will gather information relating to occupations, income and educational levels.
3. TEACHER INPUT
• Discuss Learn More to Earn More Chart.
• Hand out and discuss Occupations with the Fastest Annual Growth Rate in North Carolina found in the User’s Guide.
4. GUIDED PRACTICE
• Referring to the handout, Activity 34, Learning Power, complete the information for Police Officers as a class using information from the Career Briefs.
5. INDEPENDENT PRACTICE
• Each student should complete Activity 34, Learning Power.
6. CLOSURE
• Discuss correlations between educational levels and earning potential.
Technology Connection: Students may create a database illustrating income levels according to career and educational levels.
NC SOICC 28 North Carolina’s Career Resource Network
LESSON PLAN: Education Planning
ARTICLES: Education and Training, Career Briefs
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understand the relationship between educational achievement and career planning.
12. Gain skills in career planning
1. FOCUS AND REVIEW
• Presentation of various educational programs will demonstrate to students:
- the value of continuing their education. - a method of determining the amount of education needed for various careers. - the connection between education/training and career choices.
2. STATEMENT OF OBJECTIVES
• Student will understand the various education routes (2 yr., 4 yr., professional, apprenticeships, OJT, etc.).
• Student will learn how to access information about NC post-secondary schools.
3. TEACHER INPUT
• Discuss with students the concept of life long learning. Give examples of how the workforce continues to be re-trained through staff development, workshops, and continuing education.
• Discuss the various routes of further education. Give examples of occupations that require a 2 yr. Degree, 4 yr. Degree and further education.
4. GUIDED PRACTICE
• Give students a pre-test on where to find post-secondary information at your school. This should include information about the military, scholarships, and financial aid.
• Discuss with students how to choose a post-secondary school in relationship to their aptitudes and interests.
5. INDEPENDENT PRACTICE
• Review Activity 35, Choosing a College, User’s Guide.
• Assign a writing assignment in which a student requests information from a college or scholarship foundation. This mock writing assignment will encourage students to find addresses and practice writing for information prior to their senior year.
• May use Activity 31, Education and Work Timeline if time permits.
6. CLOSURE
• Inform students about how to locate information via the Internet, or other computerized college information databases if available at your school. Inform students of how your school informs them about college representatives visiting your school, college days, and policies on visiting schools of their choice.
NC SOICC 29 North Carolina’s Career Resource Network
LESSON PLAN: Lifelong Learning
ARTICLES: Career Briefs & Profiles, Education & Training, Training Choices
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
4. Understanding the relationship between educational achievement and career planning.
12. Gain skills in career planning.
1. FOCUS AND REVIEW
• Review the Education and Training section of the User’s Guide and Career Briefs. Review the articles in Career Choices.
2. STATEMENT OF OBJECTIVES
• Student will review educational options.
• Student will create an educational timeline.
3. TEACHER INPUT
• Review educational options with students using Career Choices.
• Discuss lifelong learning.
• Review timelines, possibly using your own as a model, to illustrate how education and work impact our lives.
4. GUIDED PRACTICE
• Each student should select a career from Career Choices and decide on an educational level that they would like to follow according to the options provided in the Career Briefs.
5. INDEPENDENT PRACTICE
• Each student should construct a timeline using Activity 31, Education and Work Timeline.
6. CLOSURE
• Create a bulletin board illustrating the students’ forecasted timelines. Have the students share their forecasts with the class and their reasons for selecting these patterns.
Technology Connection: Timelines could be created through a graphing process on the computer. Students could enter their data to determine the forecast of average years of working and education.
NC SOICC 30 North Carolina’s Career Resource Network
LESSON PLAN: Networking
ARTICLE: Networking
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
6.6 Identify individuals in selected occupations as possible information sources, role models or mentors.
1. FOCUS AND REVIEW
• Discuss personal histories that illustrate “who you know is where you go”. Include information relating to high school experiences and after, which show the importance of contacts, mentors, and experiences. Activity 9, Family Job Tree, may be used as a tool to focus students.
2. STATEMENT OF OBJECTIVES
• Students will identify possible contacts to assist in their career development.
• Students will complete networking steps.
3. TEACHER INPUT
• Review the Networking article with the students.
• Review letter writing and proper telephone procedures.
4. GUIDED PRACTICE
• Complete Activity 48, Networking Map.
• Students are to list possible contacts related to their career interests. Refer to Activity 49, Telephone Script for Networking Contact.
5. INDEPENDENT PRACTICE
• Prepare a letter or script to telephone one of the contacts.
6. CLOSURE
• Review the importance of networking.
Technology Connection: Letters or scripts may be developed using a word processing program. Students may choose to e-mail their contacts.
NC SOICC 31 North Carolina’s Career Resource Network
LESSON PLAN: Job Seeking Skills
ARTICLES: Job Search
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
7. Gain skills to prepare to seek, obtain, maintain and change jobs.
1. FOCUS AND REVIEW
• Presentation of job search skills needed to find a job. Job search skills include networking, resume and cover letter writing, interviewing and follow-up procedures.
2. STATEMENT OF OBJECTIVES
• Student will identify at least 5 people that are in their job search network.
• Student will learn various job search methods.
• Student will learn effective writing skills for resumes, cover letters, thank-you letters.
• Student will learn effective interviewing skills.
3. TEACHER INPUT
• Discuss the importance of effective job search skills to students. Give examples of various forms of resumes and cover letters. Critique the examples as a class.
• Discuss the interview process and what employers are looking for as a response.
4. GUIDED PRACTICE
• Role play an interview with a few students. Have the class critique the response using Activity 43, Interview Practice Questions.
5. INDEPENDENT PRACTICE
• Assign students to complete a resume and cover letter for a job they are interested in applying for.
• Ask students to have one person from their network to critique their resume.
6. CLOSURE
• Discuss with students the times in which an employment application is appropriate and when a resume is more suitable. Review with student information on finding jobs through the internet.
NC SOICC 32 North Carolina’s Career Resource Network
LESSON PLAN: Job Search Using the Classified Want Ads
ARTICLES: Job Search, Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
7. Skills to prepare to seek, obtain, maintain and change jobs.
1. FOCUS AND REVIEW
• Newspapers are readily accessible to most students and provide a resource for them to learn more about jobs in their local area. Review information in Career Choices; Job Search, and Interviews and Applications to prepare students for a job search and the completion of an application.
2. STATEMENT OF OBJECTIVES
• Student will comprehend the layout and information provided in classified want ads.
• Student will complete a job application.
3. TEACHER INPUT
• Give each child a section of the newspaper with classified want ads.
• Review the want ads with the students to help them understand the layout.
• Review the proper method of completing an application.
4. GUIDED PRACTICE
• Hand out Activity 50, Reading Classified Ads and review. Students should complete and the teacher should lead a class discussion to ensure comprehension.
• Complete Activity 51, Sample Employment Application.
5. INDEPENDENT PRACTICE
• Students should select a job from the want ads. Have students write a paragraph explaining the expectations of the job, including any information given, such as experience needed, salary level, location, etc.
• Students should review their application to determine whether or not their information reflects the needs of the ad.
6. CLOSURE
• Have students share information about their want ad and what experiences they might add to their application to create a match between their application and the want ad, such as jobs they might participate in, additional years of experience or education, etc.
Technology Connection: Instead of using the local print newspaper, access on-line classified want ads. Students could complete their paragraph using a word processing program.
NC SOICC 33 North Carolina’s Career Resource Network
LESSON PLAN: Job Market Research
ARTICLE: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to prepare to seek, obtain, maintain, and change jobs.
1. FOCUS AND REVIEW
• Review the Career Briefs and Profiles.
• Gather resources to assist students in identifying employer names and addresses.
2. STATEMENT OF OBJECTIVES
• Students will identify employers that may offer job opportunities.
• Students will write a letter of introduction.
3. TEACHER INPUT
• Review Activity 53, Job Market Research found in the User’s Guide.
• Discuss Career Profiles to consider where the representatives have worked and ways that they have found positions.
4. GUIDED PRACTICE
• Each student should select a career in the Career Briefs.
• Brainstorm with the students where they might find employer names as they prepare to create their list.
• Discuss the importance of a letter of introduction and the components that should be included in the letter.
5. INDEPENDENT PRACTICE
• Students should complete Activity 53, Job Market Research.
• Each student should create a letter of introduction for one of the positions.
6. CLOSURE
• Pair the students. Students should share their list of employers with each other.
• Each pair should provide constructive criticism about the letter of introduction.
Technology Connection: Students may create their letters of introduction using the computer. Refer to the Lesson, On-Line Job Search for web sites.
Special Programs: Pair students with similar career interests, yet different skills. Together the team identifies businesses that will hire all levels of workers.
NC SOICC 34 North Carolina’s Career Resource Network
LESSON PLAN: Resume Development
ARTICLE: Resumes and Cover Letters
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Resumes and Cover Letters section of the Career Choices tabloid. Identify resume formats and the function of each.
• Review the Job Search section of the User’s Guide.
2. STATEMENT OF OBJECTIVES
• Students will develop resumes.
• Students will complete a cover letter.
• Students will assess resume format.
3. TEACHER INPUT
• Discuss the Resumes and Cover Letters section of the Career Choices tabloid and hand out Resumes and Developing a Career Objective from the Job Search section of the User’s Guide.
• Hand out and discuss the Resume Word List located in the User’s Guide.
4. GUIDED PRACTICE
• Select a career from the Career Briefs and Profiles. As a class or in small groups, have students create an appropriate career objective for the selected career. Using information from the Career Briefs, identify appropriate education and skills needed for the selected career.
5. INDEPENDENT PRACTICE
• Each student should select a career from the Career Briefs then complete Activity 36, Resume Worksheet.
• Direct students to complete a resume in the chronological or functional format for the selected career.
• Direct students to change their resume to the electronic format.
• Hand out Activity 42, Cover Letters. Each student should complete a cover letter for the selected career.
6. CLOSURE
• Using Activity 41, Resume Rubric, students will assess one of their resumes.
Technology Connection: Students may use one of the resume builder programs to develop their resumes found in software or on-line sources.
NC SOICC 35 North Carolina’s Career Resource Network
LESSON PLAN: Interviewing Skills
ARTICLE: Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
Understanding the need for positive attitudes toward work and learning
1. FOCUS AND REVIEW
• Review the Interviews and Applications Section of the Career Choices tabloid.
• Review the Job Search section of the User’s Guide.
*Lesson will be more effective if students complete the resume development activities prior to this lesson.
2. STATEMENT OF OBJECTIVES
• Students will brainstorm work values.
• Students will identify characteristics of the workplace that are important to them.
3. TEACHER INPUT
• Discuss interview processes as outlined in Career Choices.
• Hand out and discuss What Employers are Looking For in an Interview.
• Coach the students in preparation for mock interviews.
4. GUIDED PRACTICE
• Hand out and have students complete Activity 39, Interview Practice Questions.
• Select a student to role play and interview in front of the class.
• Discuss Activity 45, Evaluation Form – Practice Interview.
5. INDEPENENT PRACTICE
• Hand out and have students complete Activity 44, Job Interview Checklist.
• Set up 10 minute mock interviews for each student with business/community.
• At the end, interviewers should complete Activity 45, Evaluation Form. Each student should also complete the Activity 45, Evaluation Form as a self-evaluation.
6. CLOSURE
• Analyze interviewers’ comments and students’ self-evaluations. Discuss areas of success and needed improvement regarding interviewing skills.
• Complete the Follow-Up Lesson and send thank you notes to the interviewers.
Technology Connection: Students may contact interviewers through email to invite their participation. Data collected from them could be put into a database and graphs could be developed.
NC SOICC 36 North Carolina’s Career Resource Network
LESSON PLAN: Intergenerational Interviews
ARTICLE: Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
Understanding how societal needs and functions influence the nature of work
Understanding the inter-relationship of life roles
1. FOCUS AND REVIEW
• Review the Career Briefs and Profiles.
2. STATEMENT OF OBJECTIVES
• Students will interview two people from different generations.
• Students will interact positively with others.
• Students will gather information about occupations.
3. TEACHER INPUT
• Discuss appropriate interview techniques.
• Review changes in work and family lives over the last fifty years.
• Review societal changes.
4. GUIDED PRACTICE
• Review one of the career profiles and answer Activity 18, Career Information Interview questions as a class.
• Hand out Activity 9, Family Job Tree to assist students in identification of possible career interviews.
5. INDEPENDENT PRACTICE
• Students should complete Activity 18, Career Information Interviews with two interviews from different generations.
• Students may also complete Activity 31, Education and Work Timelines, during each interview.
6. CLOSURE
• Students share interview findings.
• Students write a Career Profile from one of the interviews.
Technology Connection: The interviews could be completed via the internet or phone. Career Profiles could be created using a word processing program. A web page could be created featuring the Career Profiles written by the students.
Special Programs: Adapt interview questions to fit the needs and abilities of the students.
NC SOICC 37 North Carolina’s Career Resource Network
LESSON PLAN: Follow-Up Procedures
ARTICLE: Job Search
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES
Skills to interact positively with others
1. FOCUS AND REVIEW
• Review the Job Search Section of the User’s Guide and the Career Choices tabloid.
2. STATEMENT OF OBJECTIVES
• Students will discuss the value of follow-up procedures after submitting job applications and interviews.
• Students will complete thank you letters.
3. TEACHER INPUT
• Discuss the importance of follow-up procedures and processes to follow after job application and interviewing.
4. GUIDED PRACTICE
• Hand out and discuss Activity 46, Follow-Up Procedures.
5. INDEPENDENT PRACTICE
• Students should create a thank you letter following guidelines outlined in the Career Choices tabloid and the User’s Guide.
6. CLOSURE
• Discuss the value of follow-up procedures.
Technology Connection: Students may use a word processing program to complete thank you letters and send them through e-mail.
NC SOICC 38 North Carolina’s Career Resource Network
LESSON PLAN: On-Line Job Search
ARTICLES: Career Briefs, Job Search, Interviews & Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to seek, obtain, maintain, and change jobs.
1. FOCUS AND REVIEW
• Review Career Briefs, Job Search, and Interviews & Applications articles in Career Choices
• Visit job search sites such as:
NC Job Bank www.ncesc.com
America’s Job Bank www.ajb.org
Career Builder www.careerbuilder.com
Job Bank USA www.jobbankusa.com
Monster Board www.monster.com
2. STATEMENT OF OBJECTIVES
• Students will complete an on-line job search.
• Students will consider skills needed for job application.
3. TEACHER INPUT
• Introduce students to on-line job search process.
• Review Career Briefs, Job Search, and Interviews & Applications articles.
4. GUIDED PRACTICE
• Select an occupation and several on-line job postings reflecting the occupation.
• Discuss completion of Activity 52, On-Line Job Search.
5. INDEPENDENT PRACTICE
• Students complete Activity 52, On-Line Job Search.
6. CLOSURE
• Discuss student findings and next steps.
Special Programs Modifications: Assist students in identifying appropriate occupations and locating jobs. Students may assist each other in pairs.
NC SOICC 39 North Carolina’s Career Resource Network
LESSON PLAN: Portfolio Development
ARTICLES: All
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information
Skills to prepare to seek, obtain, maintain, and change jobs
Skills in career planning
1. FOCUS AND REVIEW
• Review Career Choices to be able to assist students in gathering information.
• Review various portfolio formats.
• Review Activity 27, Career Portfolios.
2. STATEMENT OF OBJECTIVES
• Students will consider the benefits of career portfolio development.
• Students will identify possible career portfolio components.
3. TEACHER INPUT
• Discuss portfolio formats and where portfolios are used.
• Review Career Choices and brainstorm career portfolio components.
4. GUIDED PRACTICE
• Review and discuss Activity 27, Career Portfolios.
5. INDEPENDENT PRACTICE
• Complete Activity 28, Portfolio Components.
• Complete Activity 29, Career Portfolio Rubric.
6. CLOSURE
• Discuss personal portfolio needs and identify uses of the portfolio.
Technology Connection: Explore portfolio sections in Career Explorer and CFNC’s Pathways Portfolio. Students could use word processing to create portfolio components.
Special Programs Adaptations: Refer to the Transition Planning Timeline for possible portfolio components.
NC SOICC 40 North Carolina’s Career Resource Network
LESSON PLAN: Career Keno
ARTICLE: All; Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
2. Gain skills to interact positively with others.
6.3 Demonstrate skills in using school and community resources to learn about occupational groups.
1. FOCUS AND REVIEW
• Review Career Choices and the User’s Guide.
2. STATEMENT OF OBJECTIVES
• Student will become familiar with activities and resources related to career exploration.
• Student will share information and experiences about career exploration with others.
3. TEACHER INPUT
• Review Career Choices with the students.
• Outline plans for the career development units.
4. GUIDED PRACTICE
• Students review the Activity 55, Career Keno.
• Teacher helps students to understand the process.
5. INDEPENDENT PRACTICE
• Students complete Career Keno.
6. CLOSURE
• Encourage students to share their findings from the Keno. Connect the information they have gained to planned career development units. (You could create your own Keno according to the lesson you are presenting, e.g. self-assessment, career exploration, education and training, job search.) This game may be used also as a get acquainted activity.
NC SOICC 41 North Carolina’s Career Resource Network
LESSON PLAN: Choices Explorer
AUDIENCE:
This lesson may be used with students, teachers, parents or others.
ARTICLES: Choice Explorer at http://www.nc.cx.bridges.com/
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Introduce the audience to the process of accessing the website.
2. STATEMENT OF OBJECTIVES
• Students will explore the Choices Explorer.
• Students will identify useful components.
3. TEACHER INPUT
• Review the features of This Week’s Highlights and its uses for the audience.
4. GUIDED PRACTICE
• Examine one of the links.
5. INDEPENDENT PRACTICE
• Participants examine links.
• Participants identify a link to share with the group, explaining why they consider this to be useful information.
6. CLOSURE
• Participants share identified link with group.
Note: NC Career Explorer is a subscription service at http://nc.cx.bridges.com
NC SOICC 42 North Carolina’s Career Resource Network
LESSON PLAN: National Career Development Month
Poster and Poetry Contest
http://www.ncsoicc.org or NC SOICC Office - (919) 733-6700
ARTICLES: Career Development Month
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding the need for positive attitudes toward work and learning.
1. FOCUS AND REVIEW
• Access and review the National Career Development Month contest information on the NC SOICC web site.
• Review Career Choices in North Carolina tabloid and select articles to focus students on current poster/poetry contest themes.
2. STATEMENT OF OBJECTIVES
• Students will review career information related to the poster/poetry contest themes.
• Students will select a sub-theme for their poster or poem.
• Students will complete a poster or poem.
3. TEACHER INPUT
• Present contest guidelines.
• Review pertinent career information from Career Choices in North Carolina tabloid.
• Discuss procedures for completing a poster or poem.
4. GUIDED PRACTICE
• Brainstorm possible topics.
• Create a group poster or poem.
5. INDEPENDENT PRACTICE
• Student selects topic.
• Student gathers information to feature in the poster or poem.
• Student completes poster or poem.
6. CLOSURE
• Students present posters or poems to class.
• Posters and poems are judged and sent to the next level of competition.
NC SOICC 43 North Carolina’s Career Resource Network
LESSON PLAN: Community Connections
Identify several companies willing to bring equipment associated with their industry to your campus. This might include a news van, Armed Services equipment/vehicles, emergency service equipment/vehicles, scuba diving equipment, cardiac test equipment, race car, etc. Invite each company to participate in interactive activities. Consider selecting companies to reflect career pathways, specific occupational groups, or the range of occupations within their industry.
ARTICLES: Career Exploration, Career Briefs and Profiles
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Present an overview of the participating companies.
• Review the Career Exploration, Career Briefs and Profiles articles.
• Create a questionnaire for students to complete as they interview and interact with the Community Connections participants and their equipment.
2. STATEMENT OF OBJECTIVES
• Students will interact with career professionals.
• Students will interpret information received from career professionals and report to their peers.
3. TEACHER INPUT
• Discuss the setup of Community Connections.
• Discuss the value of talking with career professionals.
4. GUIDED PRACTICE
• Present the questionnaire and discuss expectations.
5. INDEPENDENT PRACTICE
• Students interact with Community Connections participants.
• Students complete questionnaires.
6. CLOSURE
• Students report their findings.
• Students complete thank you notes for Community Connections participants.
Technology Connection: Students could research information about Community Connections participants on the Internet. Posters or brochures could be developed to advertise Community Connections using computer software programs. Students could send their thank you notes via e-mail.
NC SOICC 44 North Carolina’s Career Resource Network
LESSON PLAN: Parent Connections
ARTICLES: "Pathways to Success" Guide
Available from: North Carolina School-to-Work Office
(919) 733-1377 (800) 500-9675
User's Guide Section VI, Parents as Partners
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate, and interpret career information.
1. FOCUS AND REVIEW
• Review the Pathways to Success Career Planning Resource for Parents and Students.
2. STATEMENT OF OBJECTIVES
• Participants will explore career interests.
• Participants will complete a self-assessment.
• Participants will administer a self-assessment.
3. TEACHER INPUT
• Discuss the Introduction in the Pathways for Success Career Planning Resource for Parents and Students.
• Review the Getting Started section.
• Discuss Exercise 2: What Are Your Career Interests?
4. GUIDED PRACTICE
• Complete Exercise 2 with the parents.
• Discuss their outcomes and impressions.
5. INDEPENDENT PRACTICE
• Parents complete Exercise 2 with their student.
6. CLOSURE
• Parents discuss student results.
• Parents consider additional career planning needs with their student.
Technology Connection:
Access the Dear Parents website: www.dearparents.com
Access and complete The Career Key assessment instrument on-line in NC Careers:
www.nccareers.org or www.careerkey.org/english/
Access the Career Parent Magazine: careerparent.bridges.com
NC SOICC 45 North Carolina’s Career Resource Network
LESSON PLAN: Skills Treasure Chest
ARTICLES: Self-Assessment, Career Exploration, Career Briefs, Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Self-Assessment, Career Exploration, Career Briefs, Interviews and Applications Sections of the User’s Guide and the Career Choices tabloid.
• Prepare to use http://www.ncsoicc.org.
2. STATEMENT OF OBJECTIVES:
• Students will identify skills that they possess.
• Students will apply the knowledge of their skills to careers.
• Students will complete a resume.
3. TEACHER INPUT:
• Hand out the Resume Word List and review skill words.
• Hand out Activity 40, Resume Worksheet and review resume development procedures.
4. GUIDED PRACTICE:
• Hand out and review Activity 37, Treasure Chest of Skills.
• Practice creating skill sentences using words from the Resume Word List.
• Discuss skills used in a variety of careers.
5. INDEPENDENT PRACTICE:
• Students should complete Activity 37, Treasure Chest of Skills.
• Students should transfer the knowledge gained using the Resume Worksheet.
6. CLOSURE:
• Discuss the use of skill words in resumes and the students’ findings.
Technology Connection: Complete resumes using a word processing program.
NC SOICC 46 North Carolina’s Career Resource Network
LESSON PLAN: Dress for Success
ARTICLE: Interviews and Applications
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to prepare, seek, obtain, maintain and change jobs
1. FOCUS AND REVIEW
• Review the Job Search Section of the User’s Guide and the Career Choices tabloid.
2. STATEMENT OF OBJECTIVES:
• Students will identify proper interview attire.
• Students will model appropriate interview attire.
3. TEACHER INPUT:
• Hand out Dress for Success – Interview Attire Fact Sheet and review guidelines.
4. GUIDED PRACTICE:
• Hand out Activity 59, Let’s Go Shopping. Review Activity 58, Interview Attire Rubric. Students should complete the Let’s Go Shopping Activity.
5. INDEPENDENT PRACTICE:
• Set up Mock Interviews. Students should dress appropriately for the interview sessions. Use Activity 58, Interview Attire Rubric, to determine appropriate dress.
6. CLOSURE:
• Review the students’ Interview Attire Rubrics to determine the levels of dressing for success.
NC SOICC 47 North Carolina’s Career Resource Network
LESSON PLAN: Experiential Learning
ARTICLE: Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Understanding how societal needs and functions influence the nature and structure of work
1. FOCUS AND REVIEW
• Review the Career Exploration section of the User’s Guide, the Career Choices tabloid and http://www.nccareers.org/.
2. STATEMENT OF OBJECTIVES:
• Students will identify experiential learning options.
• Students will explore volunteer opportunities.
3. TEACHER INPUT:
• Discuss opportunities and personal experiences relating to experiential learning including service learning and work-based learning.
4. GUIDED PRACTICE:
• Hand out Work-Based Learning and review. Hand out Activity 39, Experiential Learning and discuss.
5. INDEPENDENT PRACTICE:
• Complete Exercises on Activity 39, Experiential Learning.
6. CLOSURE:
• Encourage students to get involved in experiential learning. To follow up, invite guest speakers who can address opportunities for students.
NC SOICC 48 North Carolina’s Career Resource Network
LESSON PLAN: Career Center Brochure
ARTICLES: Career Planning, Career Exploration
NATIONAL CAREER DEVELOPMENT GUIDELINES COMPETENCIES:
Skills to locate, evaluate and interpret career information
1. FOCUS AND REVIEW
• Review the Career Planning and Career Exploration Sections of the User’s Guide and the Career Choices tabloid.
• Review SOICC web sites.
• Review the Internet and Publishers section of the User’s Guide.
• Review the Work-Based Learning Fact Sheet in the User’s Guide.
2. STATEMENT OF OBJECTIVES:
• Students will identify web-based resources.
• Students will create a brochure that includes career resources.
3. TEACHER INPUT:
• Hand out Activity 56, Tri-Fold Brochure and give instruction for brochure development.
• Review the Career Choices tabloid and identify web-based resources.
4. GUIDED PRACTICE:
• Hand out Activity 30, Career Center Brochure and draft the information to be included in the brochure.
5. INDEPENDENT PRACTICE:
• Students should complete a brochure:
• following directions for a tri-fold brochure given in Activity 56, Tri-Fold Brochure
• including information in Activity 30, Career Center Brochure.
6. CLOSURE:
• Discuss the knowledge gained and the value of transferring information into a brochure format.
NC SOICC 49 North Carolina’s Career Resource Network
I
SELF
ASSESSMENTCareer Planning Process
The career planning process is a continuous circle divided into three parts:
1. Knowing Yourself - Self Assessment
2. Exploring Careers - Learn About Occupations and Education Requirements
3. Job Search - Learn Job Seeking Skills
Below you will find the sections in Career Choices and activities in the User’s Guide that correspond to the three parts.
NC SOICC I-1 North Carolina’s Career Resource Network
SELF ASSESSMENT
Self-assessment is the process of “knowing oneself”. It is taking an inventory of someone’s likes, dislikes, skills, abilities, personal characteristics, values, wants and needs. It is the first part of the career planning process. Before clients/students can determine what it is they would like to do in their career, they first need to discover who they are. People change, grow and develop. Therefore it is necessary for everyone to re- assess themselves periodically in relationship to their career goals.
Self-assessment includes evaluating one’s:
• interests • personality • lifestyle
• skills/abilities • values
The worksheets and exercises in this section can help individuals synthesize and organize information about themselves.
Activity 1. “People, Data, Things, Ideas” - organize students’ interest, skills and personality into similar categories of people, data, things, or ideas. The summary sheet on I-8 bridges the self-assessment to career exploration.
Activity 2. “Career Assessment Guide” -is a self-assessment activity based on the Guide for Occupational Exploration. It offers students a link from the career clusters in the GOE to the occupational brief clusters in Career Choices.
Activity 3. “The Career Key” is a formal assessment developed by Lawrence K. Jones, Ph.D. It is based on Dr. John Holland’s theory of six personality types and the corresponding six work environments. Copies of “The Career Key” may be used for non-profit public use, provided that notice of copyright is affixed to each copy. Following “The Career Key” are possible handouts, which relate personality, work environments, sample occupations and college majors to Holland RIASEC Codes.
Activity 4. “Lifestyle Consideration” -may be included with any of the above activities. This assesses students’ hobbies, work and non-work past times and how they can affect one’s career decisions.
Activity 5-10. -are assessment-related activities, which can be used with, or in addition to those above.
Self-assessment summaries and synthesizing activities will help the student formulate career goals and paths. Often seen as a painstaking process, it proves to be quiet successful when related to the end result -satisfying employment.
NCSOICC I-2 North Carolina’s Career Resource Network
Activity 1. People, Data, Things, Ideas
INTERESTS
Interests are the things you enjoy doing. Your likes and dislikes in your work and hobby activities will help you plan for careers which best match you. The more interest you have in your work, the happier you will be on the job.
The following interest inventory activity will help you organize your likes and dislikes into 4 categories: people, data, things, or ideas.
Directions: In each section (A-D), answer every question with a check in the Yes or No box. When you have answered all the questions, total all the Yes’s for each section and fill in the blanks at the bottom of the page.
A. People
C. Things
B. Data
D. Ideas
My highest section at this time is .
My next highest section at this time is .
Do you like to:
Yes
No
Research a topic of interest to you
Be a treasurer of a club
Work scientific experiments
Work with numbers/statistics
Figure a car’s gas mileage
Balance a bank statement
Write a computer program
Total Yes
Do you like to:
Yes
No
Entertain a child
Listen to a friend’s personal problems
Teach someone how to do something
Help someone who is sick
Lead a group or club activity
Work with the public
Run for an office
Sell a product
Total Yes
Do you like to:
Yes
No
Decorate a room
Write a poem or story
Publish school yearbook or newspaper
Write lyrics or a rap
Paint, draw, watercolor
Perform or act in school play
Play musical instrument
Invent a new product
Total Yes
Do you like to:
Yes
No
Bake a cake
Repair car/machinery
Sew or make crafts
Build something from wood
Operate a cash register or calculator
Operate a computer
Do landscaping/lawn care
Operate camera/video equipment
Total Yes
NC SOICC I-3 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
SKILLS AND ABILITIES
Jobs require different skills and abilities. You may not have all the skills or abilities necessary for many occupations, but you do have an aptitude to learn new skills. Aptitudes measure the ease in which you can learn something new.
Directions: In each section (A-D), place a check mark next to the skills you have now. Then go back and place a check mark next to the skills you may not have yet, but feel you could learn with little difficulty. Total the checks made in each section and fill in the blanks at the bottom of the page.
A. People
C. Things
B. Data
Do you have the ability/aptitude for:
Teaching
Supervising
Caring for others
Host or hosting
Presiding over meetings
Leading others
Listening and counseling
Selling goods/services
Do you have the ability/aptitude for:
Accounting/record keeping
Statistical work
Research
Testing products/ideas
Investigating problems
Computer programming
Working scientific experiments
Collecting information
D. Ideas
Do you have the ability/aptitude for:
Repairing things/objects
Operating machinery or equipment
Assembling parts
Using tools
Cooking/ baking
Operating a sewing machine
Woodworking
Construction work
Do you have the ability/aptitude for:
Writing stories/poems
Composing music
Designing new products
Drawing
Inventing new products
Acting, singing
Playing a musical instrument
Organizing new clubs or activities
My highest section at this time is .
My next highest section at this time is .
NC SOICC I-4 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
PERSONALITY/TEMPERAMENT
Your personality is a combination of your emotional and behavioral characteristics that make you different from others. Your personality influences how you think, feel and act with different people in different situations. Different careers relate to different personality traits, also known as temperaments. For example, an outgoing, friendly person who enjoys meeting and talking to people all day would be suited for jobs in sales, customer service or public relations. That is why it is important to consider your personality when choosing careers.
Directions: Think about yourself and your personality when you answer the following questions. In which situations would you prefer the major part of your working day to be involved?
A. People
C. Things
My highest section at this time is .
My next highest section at this time is .
B. Data
Are you/Do you…?
Cheerful to those around you
Helpful to friends and family
Cooperative when working in a group or on a team
Responsive to needs of others
A leader/organizer of a group
Outgoing and enjoy meeting new people
An influencer of peoples opinions and attitudes
Understanding and sympathetic to others
Are you/Do you…?
Keep organized
Pay close attention to details
Prefer to work with numbers and statistics
Prefer to perform repetitive tasks
Prefer to work on a set schedule
Think logically
Prefer practical ways of doing things
D. Ideas
Are you/Do you…?
Like to work with precise rules, limits or standards
Prefer to work with machines and objects rather than people
Efficient
Prefer to work alone
Prefer to work with your hands
Mechanical
Inquisitive about what make something work or run
Resourceful with materials and methods
Are you/Do you…?
Curious about how and why things are the way they are
Prefer to have a variety of duties that change often
Seek new ways of doing things
Artistic
Creative
Prefer to set your own schedule
Versatile and flexible in activities and behaviors
Expressive, eloquent in writing, performing or drawing
NC SOICC I-5 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
WORK VALUES
Job satisfaction comes from having a job that meets your expectations and satisfies your need for employment. The list below includes a number of things people want or "value" in their job. Not all these values are met each day. However, choosing an occupation that allows most of your work values to be present is important.
Directions: Think about what you want from an occupation. From the list below:
1. Check the values that are MOST important to you.
2. Add any work values not mentioned which are also important to you.
3. Rewrite the list from 1-10. Put what you value most as #1, and proceed down the list to what you value the least, or is not important to you, at the bottom of the list.
JOB VALUES
___ 1. Adventure - working in a job that requires taking risks
___ 2. Prestige - having an important position
___ 3. Creativity - finding new ways to doing things
___ 4. Helping others - working in the assisting and caring of other people
___ 5. High earnings - being well paid for the standard of living you want
___ 6. Variety of duties - having several different things to do
___ 7. Independence - deciding how to do my work
___ 8. Exercising leadership - being able to direct and influence others
___ 9.
___ 10.
Prioritize your list: From the values listed above, write what is most important to you on Line 1
down to what is least important to you on Line 10.
___ 1.
___ 2.
___ 3.
___ 4.
___ 5.
___ 6.
___ 7.
___ 8.
___ 9.
___ 10.
NC SOICC I-6 North Carolina’s Career Resource Network
Activity 1(Cont.) People, Data, Things, Ideas
RELATED SCHOOL SUBJECTS
Directions: What are your best and favorite subjects in school? If you like a subject and do well in it, it
may be a good hint about a career or career cluster for you.
If you enjoy the following school
AND like working
You may consider the following
subjects:
with:
occupations.
Language Arts, English, Speech, Debate, Foreign Language, Journalism
People
Lawyer, Minister, Teacher Assistant, Librarian, Legal Assistant, Receptionist, Secretary
Math, Algebra, Geometry, Tech./ Business Math, Trigonometry, Calculus, Computer Science
Data
Accountant, Computer Programmer, Architect, Bookkeeper, Engineer, Electrician
Physical Science, Biology, Chemistry, Physics, Anatomy, Earth Science, Health Occupations
People/Data
Nurse, Chemist, Lab. Tech, Medical Assistant, Physician, Physical Therapist
Social Studies, ELP, U.S. History, World Civilization, Law and Justice, Sociology, Psychology
People
Teacher, Counselor, Police Officer, Social Worker, Lawyer
Art, Commercial Art, Chorus, Band, Orchestra, Drama
Ideas
Interior Designer, Recreation Worker, Commercial Artist, Actor, Actress, Musician
Typing, Keyboarding, Accounting, Business Law, Recordkeeping, Speed Writing, Business Management
Data
Bookkeeper, Accountant, Secretary, Reservation Agent, Legal Assistant
Computer Applications Drafting, Architecture, Graphics, Carpentry, Wood Tech, Auto Mechanics, Electronics, TV and Radio
Things/Data
Surveyor, Electronics Technician, Architect, Mechanic, Machinist, Carpenter, Printer
Marketing, Merchandising, Advertising, Sales
People
Sales Representative, Buyer, Cashier, Purchasing Agent, Shipping and Receiving Clerk
NC SOICC I-7 North Carolina’s Career Resource Network
Activity 1 (Cont.) People, Data, Things, Ideas
SELF ASSESSMENT SUMMARY
Directions: Use the information from Activity 1 to answer the following questions about yourself.
1. INTEREST INVENTORY: My interests were mainly centered around: people data things ideas
2. SKILLS AND ABILITIES CHECKLIST: My skills were mainly centered around: people data things ideas
3. From my TEMPERAMENT/PERSONALITY CHECKLIST, I think of myself as being
a …… type of person people data things ideas
4. TOTAL: people data things ideas
5. My top three WORK VALUES are:
1.
2.
3.
6. My best and/or favorite SCHOOL SUBJECTS are:
7. Career or career clusters that seem to match my characteristics at this time are
(see the Career Briefs, Career Choices):
NC SOICC I-8 North Carolina’s Career Resource Network
Activity 2. Career Assessment Guide
Directions: The following pages contain an alternate interest inventory. These activities may be more appropriate for students who have previously taken "People, Data, Things and Ideas".
This activity needs to be preceded with a discussion on the concepts of career planning and the importance of self-assessment in the process. As with all interest inventories, this is not a test to tell anyone what they should or should not choose for an occupation. Interest inventories and activities are tools to help students organize and clarify their perceptions about themselves.
The following activity is based on the Guide for Occupational Exploration originally published by the U.S. Department of Labor. You do NOT need the book for the following activities. If you do have one available, you may want to refer to it during your class presentations.
The purpose of the Career Assessment Guide is to help students see themselves in relation to career areas. The twelve career interest areas correspond to the interest factors identified from research in interest measurement conducted by the U.S Employment Service. Each of the twelve interest areas are further divided into 66 work groups based on similar capabilities of the worker.
This interest driven activity will benefit students to better relate their likes, abilities, personality, and work values to a career area. As the students finish the exercise, instruct them to explore their career interest area further by finding the corresponding career cluster in Career Choices. The Career Choices career clusters that relate to each career interest area are listed on the worksheet.
"Choices Not Chances" is the summary activity for the Career Assessment Guide and a possible addition to a student's portfolio.
NC SOICC I-9 North Carolina’s Career Resource Network
Activity 2 (Cont.) Career Assessment Guide
Directions:
1. Read the description of the twelve interest areas.
2. For each interest area, check each space under interests, skills, and personality/temperaments that describes YOU!
3. Total your checks for each interest area in the Total 's column.
4. Look in Career Choices, Career Briefs to find further information about careers that interest you.
5. Fill out Choices not Chances.
The 12 Career Interest Areas below can help you match your interests with possible careers. Each Career Interest Area has hundreds of occupations. People change careers several times during their life, and many jobs are created every year. By selecting the Career Interest Area that suits you best, you can be ready for the changing world of work. (NOTE: See the Guide for Occupational Exploration, which is categorized by the corresponding numerical digit for further information about each interest area and subgroup.)
ARTISTIC - 01
BUSINESS DETAIL - 07
Literary Arts
01.01
Interviewing, Admin. Det.
07.01
Visual Arts
01.02
Mathematical Detail
07.02
Performing Arts/Drama
01.03
Financial Detail
07.03
Performing Arts/Music
01.04
Oral Communications
07.04
Performing Arts/Dance
01.05
Coordinating & Sched.
07.05
Craft Arts
01.06
Clerical Machine Oper.
07.06
Elemental Arts
01.07
Clerical Handling
07.07
Modeling
01.08
SELLING - 08
SCIENTIFIC - 02
Technical Sales
08.01
Physical Sciences
02.01
General Sales
08.02
Life Sciences
02.02
Vending
08.03
Medical Sciences
02.03
Laboratory Technology
02.04
ACCOMMODATING - 09
Hospitality Service
09.01
PLANTS & ANIMALS - 03
Barber & Beauty Ser
09.02
Managerial Work
03.01
Passenger Services
09.03
General Supervision
03.02
Customer Services
09.04
Animal Training/Service
03.03
Attendant Services
09.05
Elemental Work/ Pl.&An.
03.04
HUMANITARIAN - 10
PROTECTIVE - 04
Social Services
10.01
Safety & Law Enforcement
04.01
Nursing/Therapy/
Security Service
04.02
Special Teaching
10.02
Child/Adult Care
10.03
MECHANICAL - 05
Engineering
05.01
LEADING/INFLUENCING - 11
Managerial Work
05.02
Mathematics/Statistics
11.01
Engineering Technology
05.03
Education/Library Ser.
11.02
Air/Water Vehicle Oper.
05.04
Social Research
11.03
Craft Technology
05.05
Law
11.04
Systems Operation
05.06
Business Administration
11.05
Quality Control
05.07
Finance
11.06
Land/Water Vehicle Op.
05.08
Services Administration
11.07
Material Control
05.09
Communications
11.08
Crafts
05.10
Promotion
11.09
Equipment Operation
05.11
Regulation Enforcement
11.10
Elemental Work/Mech.
05.12
Business Management
11.11
Contracts & Claims
11.12
INDUSTRIAL - 06
Production Technology
06.01
PHYSICAL PERFORMING - 12
Production Work
06.02
Sports
12.01
Quality Control
06.03
Physical Feats
12.02
Elemental Work/Ind.
06.04
NC SOICC I-10 North Carolina’s Career Resource Network
CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
ARTISTIC – 01
People who choose artistic careers have an interest in creative expression of feelings or ideas. You can satisfy this interest in several of the creative or perform- arts fields including literary, visual, performing, or crafts. writing photography dance music drama TOTAL ’S perform before an audience express ideas in writing compose music photograph, ideograph express ideas using computer software TOTAL ’S creative artistic expressive versatile inventive TOTAL ’S creativity flexible hours independence public attention recognition TOTAL . 'S
_____
Writers, Artists,
Entertainers,
Communications
Specialists and
Athletes
Engineers, Surveyors,
and Architects
SCIENTIFIC – 02
People who have an interest in scientific careers enjoy discovering, collecting and analyzing information. This includes research and development of new knowledge in mathematics, physical or life sciences, medicine and veterinary medicine. collecting data analyzing info. science projects/ experiments using a microscope performing first aid or medical treatment TOTAL 'S use logic to deal with many kinds of problems use chemical formulas follow technical instructions use measurable data to make decisions use laboratory equipment TOTAL ’S inquisitive logical organized reliable structured TOTAL ’S helping others intellectual stimulation prestige research work recognition TOTAL ’S
_____
Natural, Computer and Mathematical
Scientists
Health Professionals
and Technicians
PLANTS AND ANIMALS – 03
People in plants and animals occupations have an interest in activities to do with plants and animals, usually in an outdoor setting. This can be done by working in farming, forestry, fishing, or in the training and taking care of animals. With management abilities, you could also own, operate or manage farms or related business and services. being outdoors cultivating/ harvesting training
animals bathing/ grooming pets caring for
variety of
animals TOTAL 'S use tools and equipment
in outdoor settings perform strenuous
activities understand and apply
procedures follow instructions exactly perform duties requiring
manual dexterity TOTAL 'S patient endure weather/ outside work empathy to animals/pets accurate factual TOTAL 'S adventure independence leadership environmental
work seasonal work TOTAL 'S
_____
Agriculture, Fish &
Forestry Workers
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
PROTECTIVE – 04
People in protective occupations have an interest in using authority to protect people and property. You can satisfy this interest by working in law enforcement, fire fighting, and related fields. You may enjoy mental challenge, intrigue, and investigation of crimes or fires. Other choices include security guard, wardens, park rangers, or custom officers. helping people
leading a group/-
activity safeguarding/
defending
people's
property working with the
public's needs handling
emergency
situations TOTAL ‘S work under pressure work with laws and
regulations think clearly and react
quickly in emergencies deal with various kind of
people keep physically fit TOTAL 'S responsive
to needs of
others inquisitive helpful to
people
around you a leader under-
standing TOTAL 'S adventure authority public contact leadership community service TOTAL 'S
_____
Service Occupations
MECHANICAL - 05 building models perform detail work with inquisitive work with
Engineers, Surveyors
People in mechanical occupations enjoy applying mechanical principals to practical situations using machine, hand tools, or techniques. You may enjoy working with ideas about things that would lead to choices in engineering and technical fields. Working directly with things would lead to choices in crafts, trades, building or repairing objects. This category also includes interests in driving or operating vehicles, mining or construction fixing broken
items using tools designing,
sketching,
drafting construction
projects TOTAL 'S
accuracy use blueprints measure, cut and work on
materials repair or adjust TV's,
radios, phones solve math problems with
ease TOTAL 'S
about how
things
operate creative resourceful
with
materials/-
methods prefer to
work with
your hands mathematical TOTAL 'S
machines/
equipment work with
numbers creativity variety of duties work with hands TOTAL 'S
_____
and Architects
Other Technologists and Technicians Construction and Extractive Workers
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices CAREER ASSESSMENT GUIDE
CAREER CLUSTERS
CAREER INTEREST AREA INTERESTS ABILITIES PERSONALITY WORK VALUES TOTAL TO CONSIDER what you enjoy what you can do or will develop what describes you what is important to you ‘S See Career Choices
INDUSTRIAL – 06
People with an interest in industrial occupations enjoy repetitive, concrete, organized activities in a factory setting. This includes the mass production of goods, manual work, operating and taking care of machinery. This can also lead to positions in setting up of machinery and equipment and supervising other workers. assembling products or things operating machinery repetitive activities working w